Analysis of the Opinions of Social Studies Teachers on Digital Literacy Skills

Cengiz Taşkıran, Murat Salur


Thanks to digital literacy skills in Social Studies program, it is purposed to provide students with easy access to accurate and reliable information among complex information masses. Digital literacy skill not only provides accurate access to information, but also enables students to study on a legal level, in compliance with ethical rules. In addition, digital literacy makes it easier to use information accessed in daily life, to rearrange information, to generate new information, and to critically evaluate information. In this context, it is expected from a digital literate individual to acquire some knowledge and skills such as using cognitive skills at the highest level, using technological tools in a useful and effective way, accessing information and documents easily, and carrying out this through ethical rules. Social studies course, which plays a key role in providing students with digital literacy skills. In this sense, it contributes to critical and analytical thinking of students by equipping them with cognitive, affective, and social skills. The purpose of this study is to determine the opinions of teachers on digital literacy skills in social studies program. Research group consists of 50 Social Studies teachers working within Ministry of National Education in the provinces of Muş, Malatya, Elazığ, and Şanlıurfa in 2019-2020 academic year. The opinions of teachers were obtained through semi-structured interview form. The obtained data were analyzed by using qualitative data analysis technique. As a result of this study, it was concluded that social studies teachers have different perceptions of digital literacy skills, and some recommendations were provided in the light of findings.

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World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

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