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The aim is to examine the levels of 21st century technology literacy skills of classroom teachers based on various variables.

March 29, 2026Open Access

Sınıf Öğretmenlerinin 21. Yüzyıl Teknoloji Okuryazarlık Becerilerinin Çeşitli Değişkenler Açısından İncelenmesi

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Investigates 21st century technology literacy skills among classroom teachers, revealing significant differences based on gender and education level.

The aim is to examine the levels of 21st century technology literacy skills of classroom teachers based on various variables.
Descriptive statistics and parametric tests were employed for data analysis.
The sample consisted of 203 classroom teachers from Diyarbakır for the 2024-2025 academic year.
A 14-item scale with three sub-dimensions was used to measure technology literacy.
Classroom teachers generally demonstrated high levels of 21st century technology literacy skills.
No significant difference in skills was found based on age and professional experience.
Significant differences existed between gender and understanding technology sub-dimensions, and learning status in attention sub-dimensions.

Alperen CEYLAN (2025) studied this question.

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March 29, 2026Open Access

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Authors

Investigates 21st century technology literacy skills among classroom teachers, revealing significant differences based on gender and education level.

The aim is to examine the levels of 21st century technology literacy skills of classroom teachers based on various variables.
Descriptive statistics and parametric tests were employed for data analysis.
The sample consisted of 203 classroom teachers from Diyarbakır for the 2024-2025 academic year.
A 14-item scale with three sub-dimensions was used to measure technology literacy.
Classroom teachers generally demonstrated high levels of 21st century technology literacy skills.
No significant difference in skills was found based on age and professional experience.
Significant differences existed between gender and understanding technology sub-dimensions, and learning status in attention sub-dimensions.

Alperen CEYLAN (2025) studied this question.

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