A Review of Digital Literacy Levels of Future Primary-School and Secondary-School Teachers in Turkey and Kazakhstan

The purpose of this scientific work is to identify the digital literacy levels of future teachers of Kazakhstan and Turkey and investigate comparatively depending on the definite changes. The research work was prepared in accordance with a comparative study model. The basis of the study is the future primary school and secondary school teachers of Academic Year 2015-2016 in Kazakhstan and Turkey. The total number of 601 future primary school and secondary school teachers studying in the pedagogy faculties of Gazi University in Turkey and Akhmet Yassawi University in Kazakhstan in Academic Year 2015-2016 were taken as an example for this study. The latest digital literacy assessment (review) dimension (system, method) of Acar 2014 was used as a means of collecting data. As a result of the analyses, we came to the conclusion: in terms of sex peculiarity, the number of female teachers was more than that of male teachers in both countries. In terms of the year specifics, a similarity between the numbers of third- and fourth-year future teachers was defined in Turkey, while the greater number of fourth year future teachers in Kazakhstan was identified