Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 4 no. 1 (2022)

Critical Thinking Skills of ALS Teachers: Their Association with the Levels of Usage of Digital Technology and Digital Literacy

Revilla Ratilla

Discipline: Education

 

Abstract:

The study focused on assessing the critical thinking skills of ALS teachers and their association with the levels of usage of digital technology in terms of length and frequency of use and digital literacy. The respondent’s profile is mostly female, aging 41 years old and above and a graduate of bachelor’s degree. The levels of usage of digital technology in terms of length of use is 10 years and above using the identified common technology such as smartphone, Facebook social media site, and Microsoft office software. The most frequent use digital technology are laptop, smartphone, and Facebook. While the level of digital literacy of ALS Teachers in using YouTube, Facebook, and laptop is rated as “Good”. While the critical thinking skills of ALS teachers rated “average”. There is a significant relationship on the length of use of some digital technology such as desktop, laptop, smartphone, printer, speaker, word, excel, PowerPoint, e-dictionary, Facebook and e-mail with their critical thinking skills. In addition, another significant relationship is found between frequency of use on some digital technology such as laptop, smartphone, printer, word, excel, PowerPoint, google search, google meet, google drive, messenger, Facebook, and YouTube with their critical thinking skills. Moreover, the relationship between digital literacy and critical thinking skills is significant to the following technology such as Microsoft Office excel, PowerPoint presentation and Facebook.



References:

  1. Ala-Mutka, Kirsti. (2011). Mapping Digital Competence: Towards a Conceptual Understanding.10.13140/RG.2.2.18046.00322.
  2. Almurashi, W. A. (2016). The effective use of YouTube videos for teaching English language in classrooms as supplementary material at Taibah University in Alula. International Journal of English Language and Linguistics Research, 4(3), 32-47.
  3. Andrew, M. D., & Schwab, R. L. (1995). Has reform in teacher education influenced teacher performance? An outcome assessment of graduates of an eleven-university consortium. Action in teacher education, 17(3), 43-53.
  4. Apao, L., Dayagbil, F., & Abao, E. (2014). Alternative learning system accreditation and equivalency (ALS A&E) program: Quality of life beyond poverty. International Journal of Interdisciplinary Research and Innovations, 2(4), 20-26.
  5. Benini, Silvia & Murray, Liam & Giralt, Marta. (2020). Murray, L., Giralt, M., & Benini, S. (2020). Extending digital literacies: Proposing an agentive literacy to tackle the problems of distractive technologies in language learning. ReCALL, 1-22. ReCALL. 32. 10.1017/S0958344020000130.
  6. Berry, B. (2004). Recruiting and retaining" highly qualified teachers" for hard-to-staff schools. NASSP bulletin, 88(638), 5-27.
  7. Boghian, I. (2013). Using Facebook in teaching. In Social Media in Higher Education: Teaching in Web 2.0 (pp. 86-103). IGI Global.
  8. Choy, Chee & Cheah, Phaik. (2009). Teacher Perceptions of Critical Thinking Among Students and its Influence on Higher Education. International Journal of Teaching and Learning in Higher Education. 20. 198-206.
  9. Cordell, R. M. (2013). Information literacy and digital literacy: Competing or complementary?. Communications in Information Literacy, 7(2), 14.
  10. Cubukcu, A., & Bazyan, S. (2016). A Study Regarding the Perception of Digital Citizenship among Adults and the Assessment of This Perception: A Digital Literacy Model. International Journal of Digital Literacy and Digital Competence (IJDLDC), 7(3), 23-37. http://doi.org/10.4018/IJDLDC.2016070103
  11. Duron, R., Limbach, B., & Waugh, W. (2006). Critical thinking framework for any discipline. International Journal of Teaching and Learning in Higher Education, 17(2), 160-166.
  12. Duron, Robert & Limbach, Barbara & Waugh, Wendy. (2006). Critical Thinking Framework For Any Discipline. International Journal of Teaching and Learning in Higher Education. 17.
  13. Dutta, R., Halder, S., & Sen, M. K. (2017). Teacher effectiveness and related characteristics: A systematic review. The Online Journal of New Horizons in Education-January, 7 (1). 71, 80.
  14. Ennis, R. H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational researcher, 18(3), 4-10.
  15. Eratli Sirin, Y., & Sahin, M. (2020). Investigation of Factors Affecting the Achievement of University Students with Logistic Regression Analysis: School of Physical Education and Sport Example. Sage Open, 10(1), n1.
  16. Eshet, Y. (2012). Thinking in the digital era: A revised model for digital literacy. Issues in informing science and information technology, 9(2), 267-276.
  17. Eshet-Alkalai, Yoram & Amichai-Hamburger, Yair. (2004). Experiments in Digital Literacy. Cyberpsychology & behavior: the impact of the Internet, multimedia and virtual reality on behavior and society. 7. 421-9. 10.1089/cpb.2004.7.421.
  18. Gilster, P. (1997). Digital literacy. New York: Wiley Computer Pub.
  19. González-Ramírez, R., Gascó, J. L., & Taverner, J. L. (2015). Facebook in teaching: strengths and weaknesses. The International Journal of Information and Learning Technology.
  20. Hall, M. (2021). Facebook. Encyclopedia Britannica. https://www.britannica.com/topic/Facebook
  21. Halpern, D. F. (2014). Critical thinking across the curriculum: A brief edition of thought & knowledge. Routledge.
  22. Hatcher, D. (2000). Arguments for another definition of critical thinking. Inquiryss Critical thinking across the disciplines, 20(1), 3-8.
  23. Hedley, C. N., Hedley, W. E., & Baratta, A. N. (1994). Visual thinking and literacy. Literacy: A redefinition, 109-126.
  24. Hobbs, R. (2017). Create to learn: Introduction to digital literacy. John Wiley & Sons. http://dx.doi.org/10.3102/0013189X018003004
  25. Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action. A White Paper on the Digital and Media Literacy Recommendations of the Knight Commission on the Information Needs of Communities in a Democracy. Aspen Institute. 1 Dupont Circle NW Suite 700, Washington, DC 20036.
  26. Kusumadewi, R. A. K., & Subroto, W. T. (2019). Development of quiz card media to improve reading skills and critical thinking on student. International Journal of Educational Research Review, 4(3), 367-372.
  27. Law, N., Woo, D., & Wong, G. (2018). A global framework of reference on digital literacy skills for indicator 4.4. 2 (No. 51, p. 146). UNESCO.
  28. Lauer, T. (2005). Teaching Critical-Thinking Skills Using Course Content Material. Journal of College Science Teaching, 34, 34-44.
  29. Liakopoulou, M. (2011). The Professional Competence of Teachers: Which qualities, attitudes, skills and knowledge contribute to a teacher’s effectiveness. International Journal of Humanities and Social Science, 1(21), 66-78.
  30. Makhzoum, V., Komayha, L., & Jabbour, M. (2020). The Role of Critical Thinking in Helping Students Cope with Problems. Middle Eastern Journal of Research in Education and Social Sciences, 1(2), 198-217.
  31. Mandernach, B.. (2006). Thinking Critically and Critical Thinking: Integrating Online Tools to Promote Critical Thinking. InSight: A Journal of Scholarly Teaching. 1. 10.46504/01200603ma.
  32. Maness, K. (2004). Teaching media-savvy students about the popular media. English Journal, 46-51.
  33. Markley, T. (2004). Defining the effective teacher: Current arguments in education. Essays in Education, 11(1), 6.
  34. Moè, A. (2009). Are males always better than females in mental rotation? Exploring a gender belief explanation, Learning, and Individual Differences. Volume 19, Issue 1,2009, Pages 21-27, ISSN 1041-6080, https://doi.org/10.1016/j.lindif.2008.02.002.
  35. Murray, L., Giralt, M., & Benini, S. (2020). Extending digital literacies: Proposing an agentive literacy to tackle the problems of distractive technologies in language learning. ReCALL, 32(3), 250-271. doi:10.1017/S0958344020000130
  36. Nascimbeni, F. (2018). Rethinking digital literacy for teachers in open and participatory societies. International Journal of Digital Literacy and Digital Competence (IJDLDC), 9(3), 1-11.
  37. Norris, S. P., & Ennis, R. H. (1989). Evaluating Critical Thinking. The Practitioners' Guide to Teaching Thinking Series. Critical Thinking Press and Software, Box 448, Pacific Grove, CA 93950-0448; tele.
  38. Ocampo, D. (2021). Functional Literacy of Alternative Learning System (ALS) Learners: Basis for Sustainable Extension Activity Development
  39. Pajak, E., & Blase, J. J. (1989). The Impact of Teachers’ Personal Lives on Professional Role Enactment: A Qualitative Analysis. American Educational Research Journal, 26(2), 283–310. https://doi.org/10.2307/1163034
  40. Parr, J. M., & Ward, L. (2011). The teacher’s laptop as a hub for learning in the classroom. Journal of research on technology in education, 44(1), 53-73.
  41. Pérez, T., Araiza, M. D. J., & Doerfer, C. (2013). Using Facebook for learning: A case study on the perception of students in higher education. Procedia-Social and Behavioral Sciences, 106, 3259-3267.
  42. Prensky, M. (2001). Digital Natives, Digital Immigrants
  43. Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really think differently?. On the horizon.
  44. Riegel, C., & Mete, R. (2017). Educational Technologies for K-12 Learners: What Digital Natives and Digital Immigrants Can Teach One Another. Educational Planning, 24(4), 49-58.
  45. Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2), 44-49.
  46. Rowe, M., & Sauls, B. (2020). Using video to learn practical techniques in physiotherapy education. African Journal of Health Professions Education, 12(2), 52-52.
  47. Sadler, P. M., Sonnert, G., Coyle, H. P., Cook-Smith, N., & Miller, J. L. (2013). The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science Classrooms. American Educational ResearchJournal, 50(5),1020–1049. https://doi.org/10.3102/0002831213477680
  48. Said, M. N. H. M., Tahir, L. M., & Ali, M. F. (2014). Facebook as a Tool: Exploring the Use of Facebook in Teaching and Learning. 2014 International Conference on Teaching and Learning in Computing and Engineering. https://doi.org/10.1109/LATICE.2014.29
  49. Tagoe, M. A., & Abakah, E. (2014). Determining Distance Education Students' Readiness for Mobile Learning at University of Ghana Using the Theory of Planned Behavior. International Journal of Education and Development using Information and Communication Technology, 10(1), 91-106.
  50. Tyger, R. L. (2011). Teacher candidates' digital literacy and their technology integration efficacy.
  51. Uddin, M. R., Shimizu, K., & Widiyatmoko, A. (2020, June). Assessing secondary level students’ critical thinking skills: inspiring environmental education for achieving sustainable development goals. In Journal of Physics: Conference Series (Vol. 1567, No. 2, p. 022043). IOP Publishing.
  52. Wang, H. H., & Fwu, B. J. (2007). In pursuit of teacher quality in diversity: A study of the selection mechanisms of new secondary teacher education programmes in Taiwan. International Journal of Educational Development, 27(2), 166-181.
  53. Yasir, A. H., & Alnoori, B. S. M. Teacher Perceptions of Critical Thinking among Students and Its Influence on Higher Education.

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic