EXAMINING THE RELATIONSHIP BETWEEN TEACHERS' DIGITAL LITERACY SKILLS AND CLASSROOM MANAGEMENT SKILLS

Abstract

Developments in digital technology and information create significant changes that also affect schools, which are one of the basic building blocks of society. This transformation in schools, as a social structure, inevitably affects teachers and students, as individuals at the center of the educational process. This effect is observed in cognitive domains as well as social and behavioral dimensions. Thanks to technological advances, it has now become possible to access the needed information anywhere and anytime through resources on the web. Teachers used this situation to compensate for the course deficiencies of students who were away from schools, especially during the pandemic period. Also during this period, teachers who researched technology-supported teaching models to increase the quality of their students' education were introduced to teaching methods such as blended learning and flipped learning. It is thought that the technological competence of students and teachers has increased in this period when teachers and students are intensively intertwined with technology. There are differences in readiness levels, learning needs, and learning techniques among students who can access information through web tools without going to school. If these differences are not managed effectively, factors that hinder education arise for all students using the same educational environment. The task of managing these factors that hinder education falls on teachers. In educational environments established to achieve the goals of educational policies, motivating students in line with the goals, motivating them, arousing the willingness to learn in students, using the time allocated for education efficiently, controlling physical and human elements, these developments in the fields of digital technologies and information technologies, technological developments and society The reason for conducting this research was to examine the extent to which teachers, who are responsible for educating individuals in line with their needs, affect their classroom management skills.