Teachers’ digital literacy and digital activity as digital divide components among basic schools in Ghana

Quaicoe, James Sunney; Pata, Kai

doi:10.1007/s10639-020-10158-8

Cited by 51 publications

(43 citation statements)

References 32 publications

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“…The higher the teacher's professional competence, the higher the point of online learning. The results of this study are consistent with previous research conducted by Caena & Redecker (2019), Ludwikowska (2019), Dhawan (2020), Kidd & Murray (2020), and Quaicoe & Pata (2020). Although the professional competence of teachers has a positive effect on the effectiveness of online learning, the results of the study indicate that the ability of teachers to face challenges during the online learning process is still not able to maximize the effectiveness of online learning.…”

Section: The Effect Of Teacher Professional Competence On the Effecti...supporting

confidence: 87%

“…Through professional competence, teachers can support the student learning process, especially in utilizing information sources and building student participation to collaborate in maximizing learning success (Falloon, 2020). The efforts to overcome technological challenges in education, i.e., the ability of teachers to design learning according to teacher competency indicators, mastering the material thoroughly, integrating technology in teaching and learning, and providing space to explore digital innovations to utilize the technology provided by schools (Caena & Redecker, 2019;Dhawan, 2020;Quaicoe & Pata, 2020;Suhandani & Kartawinata, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Online Learning Effectiveness: Through Digital Literacy and Teacher’s Professional Competence

Mukaromah

Wardoyo²

2022

JAP

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ABSTRACTThis study aims to measure and analyze the effect of digital literacy and teachers' professional competence on the effectiveness of online learning. This research is quantitative research with a quantitative explanatory approach using a questionnaire. The research sample was 190 students of 11th-grade Financial Accounting using the purposive sampling technique. The data analysis used is multiple linear regression. The results showed that (1) digital literacy had a positive effect on the effectiveness of online learning, and (2) teachers' professional competence had a positive effect on the effectiveness of online learning. Teachers can use the findings in this study to increase the effectiveness of online learning. Teachers must master the material of learning and utilize technology to provide interactive online learning. Interactive online learning will help students improve problem-solving skills, critical thinking abilities, and adaptability. ABSTRAKPenelitian ini bertujuan untuk mengukur dan menganalisis pengaruh literasi digital dan kompetensi profesional guru terhadap efektivitas pembelajaran daring. Penelitian ini penelitian kuantitatif dengan pendekatan eksplanatif menggunakan kuesioner. Pengambilan sampel menggunakan teknik purposive sampling sejumlah 190 siswa kelas XI Akuntansi Keuangan dan Lembaga. Analisis data yang digunakan adalah regresi linier berganda. Hasil penelitian menunjukkan bahwa (1) literasi digital berpengaruh positif terhadap efektivitas pembelajaran daring, dan (2) kompetensi profesional guru berpengaruh positif terhadap efektivitas pembelajaran daring. Temuan dalam penelitian ini dapat digunakan oleh guru dalam upaya meningkatkan efektivitas pembelajaran daring dimana guru harus mampu menguasai materi secara menyeluruh dan memanfaatkan teknologi untuk menyediakan pembelajaran daring yang nyaman dan interaktif. Pembelajaran daring yang interaktif akan membantu siswa memiliki keterampilan pemecahan masalah, kemampuan berpikir kritis, dan kemampuan beradaptasi di kalangan siswa.

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Section: The Effect Of Teacher Professional Competence On the Effecti...supporting

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Online Learning Effectiveness: Through Digital Literacy and Teacher’s Professional Competence

Mukaromah

Wardoyo²

2022

JAP

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“…On the other hand, teachers need to develop a digital awareness that allows them to choose the best environments for digital learning and teaching (Hall, Atkins, & Fraser, 2014). Teachers are expected to become digital leaders in the classroom with their digital competencies (Quaicoe & Pata, 2020). This has become a necessity by increasing the need for teachers to be digital literate (Garcia-Martin & Garcia-Sanchez, 2017).…”

Section: Information Literacy Definedmentioning

confidence: 99%

21^st Century Skills for Sustainable Education: Prediction Level of Teachers’ Information Literacy Skills on Their Digital Literacy Skills

Gündüzalp

2021

Discourse and Communication for Sustainable Education

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The current digital environment offers a unique access opportunity to information, tools, and sources for teachers to educate and teach using digital. It is vital for teachers, who have important roles to raise future generations, to have information literacy and digital literacy skills. It is essential that teachers who educate individuals raised with a technology called the Z generation to have both, information literacy and digital literacy skills. Within this context, the present study aims to define the relationship between information literacy skills and digital literacy skills of teachers in the age of digitalization, in which the transformation has been experienced in the education sector. A cross-sectional survey was used within this study, which was prepared according to the quantitative research paradigm. The research includes random and disproportionate cluster sampling methods and focuses on teachers who worked in a preschool, or in primary, secondary and high schools in the Eastern and Southeast Anatolia Regions in the 2018–2019 academic year. Structural equation modeling was used to determine to what extent teachers’ information literacy skills predict their digital literacy skills. The relationship between the teachers’ information literacy and digital literacy skills was calculated using Pearson product-moment correlation coefficient, and the frequency, percentage, arithmetic mean, and standard deviation values of the data collected from teachers through scales were calculated. As a result of the analysis, one of the results is that the teachers’ information literacy skills affect their digital literacy skills positively.

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“…The conceptual framework of this study is constructed on research conducted in the last thirty years (Anisimova, 2020 ; Doğanay & Sarı, 2003 ; Duman & Ulubey, 2008 ; Kulu-Şentürk, 2007 ; Livingston et al, 1995 ; Quaicoe & Pata, 2020 ; Záhorec et al, 2019 ). Teachers need to blend their philosophical thoughts with technology in to fulfill educational objectives (Duman & Ulubey, 2008 ).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Do teachers’ educational philosophies affect their digital literacy? The mediating effect of resistance to change

2021

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This study aims to reveal the direct and indirect effects of primary school teachers' educational philosophies on their digital literacy through resistance to change. A cross-sectional research design was used in the current study. Data were collected from 298 primary school teachers working at primary schools located in a city centre in the Mediterranean region of Turkey. The relationships between the variables were tested through the use of the structural equation model. The study results indicated that the teachers' traditional and contemporary educational philosophies did not directly affect their digital literacy levels, but indirectly affected their resistance to change through the level of resistance to change. The results also suggested that teachers’ traditional educational philosophies had a negative effect on their digital literacy levels through the mediating role of resistance to change, while the contemporary educational philosophies positively affected their digital literacy levels through resistance to change. Consequently, in recent conditions teachers are expected to develop both their own and students’ digital skills. Due to the importance of digital literacy in this age where technology permeates every aspect of life, teachers should accept digital change and transformation without resistance.

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Teachers’ digital literacy and digital activity as digital divide components among basic schools in Ghana

Cited by 51 publications

References 32 publications

Online Learning Effectiveness: Through Digital Literacy and Teacher’s Professional Competence

Online Learning Effectiveness: Through Digital Literacy and Teacher’s Professional Competence

21^st Century Skills for Sustainable Education: Prediction Level of Teachers’ Information Literacy Skills on Their Digital Literacy Skills

Do teachers’ educational philosophies affect their digital literacy? The mediating effect of resistance to change

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Teachers’ digital literacy and digital activity as digital divide components among basic schools in Ghana

Cited by 51 publications

References 32 publications

Online Learning Effectiveness: Through Digital Literacy and Teacher’s Professional Competence

Online Learning Effectiveness: Through Digital Literacy and Teacher’s Professional Competence

21st Century Skills for Sustainable Education: Prediction Level of Teachers’ Information Literacy Skills on Their Digital Literacy Skills

Do teachers’ educational philosophies affect their digital literacy? The mediating effect of resistance to change

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21^st Century Skills for Sustainable Education: Prediction Level of Teachers’ Information Literacy Skills on Their Digital Literacy Skills