Teachers&rsquo; Instructional Proficiency and Digital Literacy

Jeannie  C. Abantas-Emji,; Jikiron  A. Sukarno,; Ma. Eloisa  S. Gueta,; Nahdiyya  H. Nuruddin,; Shaida-Mae  I. Lagam,

Teachers’ Instructional Proficiency and Digital Literacy

Jeannie C. Abantas-Emji | Ma. Eloisa S. Gueta | Nahdiyya H. Nuruddin | Shaida-Mae I. Lagam | Jikiron A. Sukarno

Discipline: Education

Abstract:

This study determined the teachers’ levels of competencies in terms of digital literacy and subject mastery. It utilized a descriptive quantitative research design and was conducted among four elementary schools located in Bongao Municipality. The respondents were the teachers handling English subjects. The researchers developed a survey questionnaire, which was pilot tested for reliability using Cronbach’s Alpha. The questionnaire had a reliability coefficient of .91, which was highly acceptable. Percentage and weighted mean were used to analyze the demographic profile of the teachers. Spearman correlation was used to determine the significant relationships among variables. The study revealed that there is a significant relationship between the demographic profile of the teachers and their subject mastery and digital literacy. Researchers concluded that teachers were very highly competent in both subject mastery and digital literacy. Furthermore, teachers can still be provided with ongoing professional development opportunities to enhance their skills.

References:

Anggraini, T. , Ahmad, M., & Hanafi, I. (2024). Digital Literacy and Teaching Experience as Predictors of Pedagogical Competence in the Digital Era. Tarbawi: Jurnal Keilmuan Manajemen Pendidikan, 10(02), 295-306. https://doi.org./10.32678/tarbawi.v10i02.10795
Ballesteros, L.C., Murrieta, M.U., Rodriguez, S.F., & Lugo, G.M.S. (2017). Teachers’ Digital Skills in Relation to Their Age, Gender, Time of Usage, and Training with a Tablet. Journal of Education and Training Studies, 5(5), 46-57. https://doi.org./10.11114/jets.v5i5.2311
Castañeda, L., & Williamson, B. (2021). Assembling new toolboxes of digital literacy practices: A critical perspective on the development of technology competencies in teacher education. Journal of Literacy Research, 53(4), 412-431. https://doi.org./10.7821/naer.2021.1.703
Ertmer, P. A., & Ottenbreit-Leftwich, A. (2019). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org./10.1080/15391523.2010.10782551
Gudmundsdottir, G. B., & Hathaway, D. M. (2020). We Always Make It Work: Teachers’ Agency in the Time of Crisis. Journal of Technology and Teacher Education, 28(2), 239-250. Retrieved from: https://eric.ed.gov/? id=EJ1257172
Erwin, K., & Mohammed, S. (2022). Digital literacy skills instruction and increased skills proficiency. International Journal of Technology in Education and Science (IJTES), 6(2), 323-332. https://doi.org/10.46328/ijtes.364
Francisco, A. S. (2020). Teachers’ Personal and Professional Demographic Characteristics as Predictors of Students’ Academic Performance in English. International Journal of Management, Technology, and Social Sciences (IJMTS), 5(2), 80-91. https://doi.org/10.5281/zenodo.3997430
Jung, J., Choi, S., & Fanguy, M. (2024). Exploring Teachers’ Digital Literacy Experiences. The International Review of Research in Open and Distributed Learning, 25(2), 41–59. https://doi.org/10.19173/irrodl.v25i2.7572
Kimmons, R., Graham, C. R., & West, R. E. (2020). The PICRAT model for technology integration in teacher preparation. Contemporary Issues in Technology and Teacher Education, 20(1). https://tinyurl.com/3nyumnuj
Mattson, K., & Lindsey, L.A. (2021). Teach dig cit. TEACH DIG CIT. Retrieved from: https://www.teachdigcit.com/
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model: A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13-35. https://doi.org/10.1016/j.compedu.2018.09.009.
Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), 1519143. https://doi.org/10.1080/2331186X.2018.1519143
Tondeur, J., van Braak, J., Siddiq, F., & Scherer, R. (2018). Time for a new approach to prepare future teachers for educational technology use: its meaning and measurement. Computers & Education, 94, 134-150. https://doi.org/10.1016/j.compedu.2015.11.009.
Warschauer, M. (2020). Technology and social inclusion: Rethinking the digital divide. MIT Press. https://doi.org/10.7551/mitpress/6699.001.0001