DIGITAL LITERACY SKILLS OF PROSPECTIVE TEACHERS OF A STATE UNIVERSITY

Elizabeth  B. Garcia,; Charmaine Ruth  G. Abella,

DIGITAL LITERACY SKILLS OF PROSPECTIVE TEACHERS OF A STATE UNIVERSITY

Elizabeth B. Garcia | Charmaine Ruth G. Abella

Discipline: Higher Education Research

Abstract:

Nowadays, the usage of technology is quite prominent since it is a vital necessity in practically all disciplines, including education, as it constantly adopts various online platforms to improve student learning. As a result, prospective teachers' proficiency is crucial to improving instruction delivery. The purpose of this study was to determine the degree of digital literacy of practice teachers enrolled in the Bachelor of Secondary Education program at Quirino State University Maddela Campus. A quantitative descriptive study approach was adopted, with 36 randomly selected students participating. Data was collected utilizing a Digital Literacy Self-Inventory questionnaire and analyzed using statistical tools. Descriptive statistics such as frequencies and percentages, as well as means and standard deviations, were used. The independent sample t-test and analysis of variance were used to calculate significant differences in means when grouped by profile. Based on the findings of the study, pre-service teachers were proficient in digital literacy skills. It was also found that there was a substantial variation in their digital literacy skills when classified according to the gadget they used the most. When pre-service teachers were categorized into groups based on their daily exposure to internet media, no significant differences in digital literacy abilities were found. The findings suggest that no matter how much time preservice teachers spend online each day; their digital literacy abilities will not increase much. Having a laptop or tablet and utilizing it for online activities, on the other hand, will significantly boost their digital literacy skills.

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