Digital literacy scale of english pre-service teachers and their perceived readiness toward the application of digital technologies (original) (raw)
Related papers
Assessing the digital literacy competence of pre-service English teacher in Indonesia and Thailand
Journal of Education and Learning (EduLearn), 2023
The notion of digital literacy has become the trend in any field, including this research. This research aimed to find the level of digital literacy and adequate and inadequate domains in each pre-service teachers of English education digital literacy group. Quantitative research with digital competence framework or DCF then adjusted and validated through the expert judgment by Aiken V as the main questionnaire occurred to measure the level of digital literacy. Indonesia and Thailand pre-service teacher in various universities participated in this research. The research found that: i) The most level of digital literacy whether in Indonesia and Thailand, the pre-service teacher has an intermediate level followed by basic and advanced and ii) The researcher claims 'information' as an inadequate domain and 'implement tech to learning' as the adequate domain in each level of digital literacy. Further research is needed to examine effectiveness of project-based learning, problem-based learning, and case study in enhancing digital literacy through qualitative and quantitative research.
Pre-service English Teachers` Views on Digital Literacy Competences in Language Teaching
Proceedings of the Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia, 2020
Teaching in digital era allows the pre-service teachers to build their digital literacy to run digital teaching effectively and efficiently. Digital literacy on language teaching is the ability to select, evaluate, operate and apply digital media and digital tools in teaching and learning process. This current study aimed at investigating the pre-service English teachers` views on digital literacy competences in language teaching. Survey research was conducted to gather the data and 67 pre-service English teachers were as the participants. The data taken from questionnaire were analyzed through percentage analysis. The finding indicated that the pre-service English teachers were in average digital literacy competences, 84% of them were familiar with social media, 87 % of them argue that digital literacy competences as one of important things in digital teaching, 70% of them were familiar with digital media for EFL teaching. As the conclusion, the pre-service English teachers still need the professional training to upgrade their digital literacy competences and face the digital teaching.
Exploring Turkish Pre-Service Teachers' Perceptions and Views of Digital Literacy
Education Sciences , 2019
This study aims to investigate digital literacy perceptions of preservice teachers, and to identify quantity characteristics of first and second year preservice teachers' digital literacy at a public university in Turkey. That is, pre-service teachers' perceptions of digital literacy and their patterns of knowledge and use of digital literacy were measured within the scope of this study. Multiple sources of data, including a Likert scale and open-ended questions were collected to address the topic. Various statistical techniques and tests such as ANOVA, t-test, and Tukey HSD test were used in the analysis of the obtained data. Qualitative data was analyzed by using the content analysis method. The findings indicated that the model showed a good fit with the data and standardized regression weights indicated that attitude, technical, cognitive, and social factors were significant predictors of digital literacy. In addition, it was identified that the pre-service teachers had high and positive perceptions of digital literacy. However, it was observed in the open-ended questions that they lack the refined cognitive skills to find, evaluate, create, and communicate. The findings were then discussed in light of the relevant literature.
Digital literacy practices of Turkish pre-service EFL teachers
Australasian Journal of Educational Technology, 2020
With rapid changes in information and communication technologies, it is no longer sufficient for language teachers and pre-service teachers (PTs) to know how to use existing digital tools. They also need to be digitally literate in order to critically evaluate such tools and platforms for safe, wise, and productive use. Within a qualitative approach, this study investigated Turkish PTs' conceptualisation of digital literacy. This included an exploration of how PTs defined this concept, what kind of tools they used, and for which purposes they preferred to use digital tools. First, we found that PTs concept of digital literacy consist of many levels from knowledge to use, and to critical, creative, and collaborative use. Second, we observed that university professors play an important role in the development of digital literacy levels of PTs. Third, it was found that PTs use social media platforms heavily for various purposes, however, we identified a need for further guidance in supporting PTs' use of these platforms for their professional development. The findings of this study shed light on the current digital literacy skills of PTs in Turkey and will be beneficial for educational policy makers and teacher trainers in teacher education for the twenty-first century. Implications for practice or policy: • Language teacher educators should engage pre-service teachers first in understanding pedagogical purposes of digital tools and then how they may address these purposes. • Language teacher educators should model the integration of digital tools in teaching contexts. • Pre-service teacher education programs should combine technology-related courses with pedagogy and digital material design.
Digital Literacy Qualitative Analysis in Vocational Teachers
Proceedings of the 1st Vocational Education International Conference (VEIC 2019), 2019
The challenges of digital media in learning today are demanded better by the demands of the digital era which are increasingly high in people's lives today. Teachers provide teaching materials with traditional learning media which certainly has an impact on the asking and motivation of students in accepting and developing these lessons. So that teachers are demanded of digital development nowadays to be able to literate digital media in learning. For this reason, this study aims to reveal the digital literacy of teachers in the use of instructional media in the classroom. The research method used is a qualitative descriptive method. Taking research subjects using purposive sampling method. The main instrument in this study was the researchers themselves who were assisted by assistive instruments in the form of depth interview guides. The study was conducted on 4 Vocational Schools consisting of 1 Vocational School in the City of Bandung, 2 Vocational Schools in West Bandung Regency,and 1 Vocational School in Bekasi Regency. The subjects of this study were productive teachers who were in the Vocational School totaling 6 teachers. This interview wanted to reveal about the types of digital media use inside and outside the classroom, the reasons for using digital media, how to use digital media and the obstacles experienced by teachers in using digital media. This research hopes to provide recommendations to vocational teachers, especially productive teachers in digital literacy, the use of learning media in schools and policy makers in schools to support digital facilities that support the learning needs of teachers and students in schools.
How to Use Digital Literacy as a Learning Resource for Teacher Candidates in Indonesia
2020
In the current era, the world of education faces challenges of how to design learning by using digital media with the intention to improve the instructional quality and students’ competencies. Digital media are important in the world of education since they are able to present materials contextually, visually, interestingly, and interactively. The present study was aimed at identifying teacher-candidate students’ perceptions on the use of digital literacy as a learning resource. The study was a survey involving students of the universities that had a partnership with USAID Priority as the research population. A sample of 168 students was selected from seven such universities. Data were collected using questionnaires, interviews, and documentation. The weighting of the questionnaire scores used the Likert’s scale. The variable Digital Literacy consisted of four indicators of ICT basic competencies, informational skills, media awareness, and computational thinking. Findings show that ...
DIGITAL LITERACY TRAINING FOR TEACHERS OF ENGLISH TO SUPPORT 21 ST CENTURY LEARNING
Prosiding Seminar Nasional Bahasa dan Sastra (SENABATRA)
Digital technologies have become an integral part of human's activities. Therefore, it is imperative that digital literacy becomes the focus of 21 st century education. The shift to online teaching during the pandemic has intensified the use of digital tools and online sources in learning. Despite the necessity to incorporate digital technologies and the teaching of digital literacy skills in the classroom, many teachers are not equipped to do this. This community research project focused on providing a training on digital literacy for 85 teachers of English who taught in the secondary and high schools in various regencies within the South Sumatra Province. After being involved in virtual training and teacher study group, the teachers showed higher perceived digital literacy ability and intention of use in their classrooms. Implications of this training includes the importance of professional development in digital literacy which allowed teachers to have a hands-on training and collaborative learning within a supportive teacher study group.
Teacher's Digital Literacy to Improve Quality in Learning
IJECA (International Journal of Education and Curriculum Application)
The post-covid-19 pandemic is a new era that affects several sectors in Indonesia, one of which is education. Education has changed from conventional learning to online learning. The use of technology in education is still needed to improve the quality of education. Therefore, digital literacy is the main key and foundation that must be owned. This study aims to describe teachers' digital literacy to improve the quality of learning. This study uses a qualitative descriptive method to explore the level of teacher ability, driving and constraining factors, efforts of teachers and schools as well as teacher challenges in improving teacher digital literacy to improve quality in learning with a total of 5 informants, namely homeroom teachers for grade 7, homeroom teachers for grade 8, 9th-grade homeroom teacher, physical education teacher, Craft subject teacher. The instruments used in this study are interviews, observations and documentation. The study results show that teacher digi...
Teachers’ Efforts to Develop Students’ Digitalliteracy: A Survey of Junior High School Teachers
2020
Nowadays, students have fast-changing lifestyle related to information and communication technology (ICT) utility. The ease of information and knowledge will support learning process. Adoption of digital technologies in formal education especially in teaching the English language is a must and it comes with problems to be taken care of such as information overload, negative content, and netiquette negligence. The optimation in operating ICT utility called Digital Literacy should be started and understood by both teachers and students. This study explores a survey of the teachers' digital literacy level and teachers' efforts to improve digital literacy in classroom practice specially in Junior High School English Teachers. There were 14 junior high school English teachers who are joining the English Teacher Association in Batu. The data were collected through questionnaires. The findings show that the Junior High School English Teachers who are joining the English teacher association in Batu have good level of digital literacy.
AL-ISHLAH: Jurnal Pendidikan
A teacher must have digital literacy to be able to understand of information or learning resources access such as online videos, eBook’s, recordings, audio, and digital libraries from the internet and use their features in designing learning media for learning resources used during online learning. This study aimed to analyze the digital literacy of elementary school teachers. Data were collected from 153 teachers from 44 schools in the special province of Yogyakarta. The research method uses a survey method that includes seven aspects of digital literacy: information literacy, Digital scholarship, Learning skills, ICT literacy, Career and identity management, Communication and collaboration, and media literacy. The results show that all teachers use technology in the online learning process including teachers aged 40 years. It also can be used as motivation and reference for teachers to improve digital literacy/and educational institutions carrying out of training to improve digita...