Abstract:

This research was carried out in order to examine the Primary Education Curricula within the context of digital literacy. In the research, qualitative research design was adopted and document analysis was used as the data collection technique. Data source of the research consists of the following elementary level curricula: Turkish, mathematics, science, social studies and social science. The criterion sampling method was used in the selection of curricula. In this study, the themes and categories of the curriculaare "context, attainment, educational status, and assessment and evaluation". "Words and related paragraphs" were determined as the units of analysis. The data obtained from the document analysis were analyzed by content analysis. According to the results of the research, digital literacy is included as "digital competence" in the context dimension of the curricula; in the goal dimension, there are goals related to digital literacy skills, digital literacy is included in the Turkish and social studies curricula more than other curricula, in social science curriculum, it is determined that there are regular objectives in digital literacy skills all class levels and, in addition, the science curriculum is the curriculum with the least objectives in the context of digital literacy. It has been revealed that digital literacy skills are included in the science, Turkish and social studies curriculum education situations, but no data related to digital literacy is found in the mathematics and social science curricula. In the measurement and evaluation dimension, it was revealed that digital literacy was not included in any of the curricula.

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