Are Teachers Ready for Digital Transformation in Education?: Digital Transformation in Textbooks and Teachers' Opinions

Introduction

Digital transformation is a broad term that encompasses various technological advancements and has been a part of our lives for decades. The impacts of digital transformation on our lives and works have been significant, leading to changes in the way, communicate, and access information. The COVID-19 pandemic has accelerated digital transformation efforts for many organisations. In particular, digital transformations in education seem to have reached dizzying speeds. For example, what role do various technological advancements such as artificial intelligence, cloud computing, big data analytics, and the Internet of Things (IoT) play in current education systems? It is acknowledged that there is not yet enough research to provide a clear answer to this question. This is because debates continue on how much all stakeholders in the education system, instructional materials, and the process have adapted to digital transformation and whether they are truly ready.

The use of technology in education has a long history, dating back to the early 20th century when educational films and slide projectors were introduced in classrooms. However, it is easily noticeable that the pace of digital transformation in education increased towards the end of the 20th century with the emergence of personal computers and the internet. Generally, the use of technology in education has gone through three stages. In the first stage (1990s and earlier), technology mainly focused on improving traditional teaching methods. This seems to involve enhancing presentations used in lessons with products such as projectors and overhead projectors. In the second stage - which can also be called the transition phase - the shift to interactive technology-based learning began thanks to multimedia and CD-ROMs. This period (1990-2000s) also includes the use of the Internet, creating online courses and virtual classrooms. The third stage, which we are currently in, is characterised by the widespread adoption of digital technology in education, including the use of mobile devices, social media, and cloud computing. During this stage, the emergence of new learning models such as blended learning and flipped classrooms, which leverage technology to create more flexible and personalised learning experiences, has also been observed (Ertmer & Ottenbreit-Leftwich, 2010).

Digital transformation in education affects various aspects, including the curriculum, teacher training system, students' learning styles, and classroom environment. The integration of technology enables the development of an updated and flexible curriculum that incorporates digital resources and new strategies for teaching and learning (Bray, 2011; Thorsteinsson et al., 2014). Digital transformation necessitates continuous professional development for teachers to adapt to new technologies, acquire digital skills, and effectively integrate technology in their teaching practices (Ertmer & Ottenbreit-Leftwich, 2010). The use of technology supports differentiated and personalised learning experiences, accommodating various learning styles and preferences through blended and flipped learning models (Evans, 2008). Digital transformation provides opportunities for engaging and interactive classroom experiences, fostering collaboration and communication among students and teachers in virtual and physical spaces (Tondeur et al., 2013).