ÖĞRETMENLERİN DİJİTAL ORTAMLARDA ETİK YAKLAŞIMLARININ DEĞERLENDİRİLMESİ

Abstract

The study aimed to analyze teachers' digital ethical attitudes according to gender, education level, technological facilities of schools and frequency of digital technology use. The results showed that the mentioned factors did not have a significant effect on teachers' digital ethical attitudes. In particular, no statistically significant difference was found in digital ethics scores between gender and education level. Similarly, the breadth of technological opportunities and the frequency of use of digital technologies do not have a significant effect on teachers' perceptions of digital ethics. The findings suggest that teachers have broadly homogeneous attitudes towards digital ethics. Although it may seem to contradict previous studies suggested in the literature that technological access plays an important role in digital ethics, it does point out that digital ethics education should be more standardized among teachers. It is recommended that education policies and teacher education programs take this homogeneity into consideration and design digital ethics education in an appropriate and inclusive way for all teachers. This study on teachers' digital ethical attitudes revealed that educators generally had similar opinions about evaluating technology from an ethical perspective, and demographic factors did not significantly affect these perceptions. Digital ethics in teacher education may require a review of teaching approaches.