Home⇛International Journal of Multidisciplinary Educational Research and Innovation⇛vol. 2 no. 4 (2024)

Digital Literacy of Pre- service Teachers in a Local College: A Mixed Methods Study

Venice Loraine Labor | Jonelson C. Escandallo

Discipline: Education

 

Abstract:

This study aimed to describe the level of digital literacy and the lived experiences of preservice teachers at a local college in relation to digital literacy in their learning process. Also, to describe the coping mechanism of pre-service teachers on digital literacy with regards to their academic task. This study engaged mixed method design, utilizing parallel convergent approach. The participants of the study were the pre-service teachers from all 4th year level. There were 89 students who were randomly selected for quantitative and 10 for the qualitative: ten for in-depth interview which were purposively selected. Based on the results of the study, it was determined that the level of digital literacy is high. The study results indicated a high level of digital literacy. When the quantitative and qualitative data were compared, they aligned, supporting the TPACK framework's argument that it equips pre-service teachers with a strong foundation in digital literacy. This enables students to effectively use digital tools to enhance their learning experience. It can be concluded that pre-service teachers exhibit strong digital literacy skills, particularly in communication, critical thinking, creativity, and collaboration. The study also highlights the challenges they face in using digital tools independently, as well as the coping strategies they employ to overcome these barriers. Overall, the positive impact of digital literacy on education outweighs the challenges, reinforcing the importance of continued digital skill development.



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