Managing Teacher’s Digital Literacy in Responding to the Challenges of 21st Century Skills

Abstract

Digital technology has become a very important part of the implementation of education. Therefore, the purpose of this research was to find out the need for a digital literacy framework for teachers in facing the challenges of 21st-century education. The participants were 30 class teachers and principals from the Karang Baru State Islamic Madrasah, Al-Ittihadul Islamiyah Islamic School Ampenan, and the Integrated Integrated Elementary School Sekarbela. Data were taken using observation, interviews, questionnaires, and documentation. This study uses a descriptive qualitative research approach. The results of the study indicate that teachers need to increase digital literacy in aspects of Information and Information literacy, communication and collaboration, digital content creation, digital security, and digital problem-solving. The implications of this research can be seen in understanding the concept of improving the quality of teacher digital literacy according to the needs of teachers and the situation of the school environment

Characteristics of Learners and Their Implications in Learning

“…Learner characteristics are very important for instructional designers because they enable them to design and create customized learning for the target group (İşman, 2011). Literacy ability in the learning process is an important aspect to absorb the information properly and correctly for learners (Hakim, 2021). In general, the characteristics of students that need attention in learning planning include (1) characteristics related to initial abilities, such as intellectual abilities, thinking skills, and movement abilities; (2) characteristics related to socio-cultural background and status; and (3) characteristics related to personality differences, such as traits, attitudes, feelings, interests, and talents (Sitanggang & Saragih, 2013).…”