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Download Article PDFThis study aims to assess the digital literacy levels of special education pre-service teachers in terms of various variables. The convenience sampling method was utilized to determine the sample in the study, and 139 pre-service teachers (51 females, 88 males) from different grade levels participated in the research. In the study, a scale to determine digital literacy has been utilized as a data collection tool. The study was quantitative and descriptive in the scanning model. In line with the findings obtained in the research, male's digital literacy proficiency total scores were found to be higher than female's total digital literacy proficiency scores and demonstrated a significant difference. Furthermore, evaluating the differentiation of digital literacy levels in terms of class level in the study, it has been seen that the total scores have not differed significantly regarding the class level. In our research on the differentiation status in terms of attending seminars/conferences, etc., on the utilization of computer technologies, the total scores of digital literacy of those who received education were noted to be higher than the total scores of those who did not receive education. Still, the study determined that the students' digital literacy proficiency total scores differed significantly with respect to the frequency of computer use. Another finding attained in the study was that there was no significant difference between the digital literacy proficiency total scores between the participants who responded “Yes” and those who answered “No” regarding the pandemic's increasing frequency of internet use. Consequently, evaluating special education pre-service teachers in terms of digital literacy, it has been seen that the findings achieved include similarities or differences with other studies on the assessment of digital literacy of pre-service teachers in the literature. Keywords: Pre-service Teachers, Special Education, Digital Literacy
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