EFL teachers’ digital literacy: the role of contextual factors in their literacy development

Zhang, Jie

doi:10.3389/fpsyg.2023.1153339

Cited by 8 publications

(5 citation statements)

References 48 publications

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“…Additionally, Antuñano et al (2022) add that based on their findings, teachers' knowledge and skills in digital use will vary in terms of age, degree, and educational background with teaching. However, these results contradict Zhang (2023), who found that age, gender, education level, and teaching experience are not related to digital literacy abilities. The high or low level of teachers' literacy skills can be influenced by their confidence levels in using digital devices (Siyam, 2019).…”

Section: Teacher Leaders Literacycontrasting

confidence: 79%

Mentor, Observe, Support, Take Action (MOST): a model for continuing professional development of teacher leaders

Suryawati,

Syafrinal,

Harfal

et al. 2024

Front. Educ.

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This study aims to identify literacy competencies, self-efficacy, and Technological Pedagogical Knowledge (TPK) among teacher leaders (TL) as the foundation for developing a model of sustained professional development. The survey involved 153 respondents, TL at the junior high school level in Riau and Riau Islands. Instruments were used to measure literacy skills (environmental, numerical, digital) and TPK employed multiple-choice tests. The questions underwent item analysis, piloted with 30 respondents. A questionnaire measured self-efficacy, the role of TL, and the implementation of the Emancipated Curriculum. Descriptive data analysis determined demographic characteristics and the average competence of TL. Inferential analysis to identify relationships between variables used Structural Equation Modeling (SEM) with Lisrel 8.80 software. Research results reveal that the competence level of TL (literacy, TPK, and self-efficacy) ranges from moderate (60.60) to high (91.20). Based on SEM analysis, the developed model meets the criteria as a well-fitting model. Validation results show that all loading factors are > 0.5, t statistics > 1.96. This study recommends the development of a TL Professional Development model with the acronym MOST (mentor, observe, support, take action) as stages for their professional development to fulfill the mission of moving, acting, and driving the implementation of the Emancipated Curriculum in Indonesia.

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Section: Teacher Leaders Literacycontrasting

confidence: 79%

Mentor, Observe, Support, Take Action (MOST): a model for continuing professional development of teacher leaders

Suryawati,

Syafrinal,

Harfal

et al. 2024

Front. Educ.

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show abstract

“…Zhang provides insights into the digital literacy of English language teachers by investigating variances associated with gender, education level, and teaching experience, thus offering a perspective on the influence of contextual factors on literacy development. [15] [16] In light of the current state of digital literacy among international Chinese teachers, implementing comprehensive and multifaceted strategies to promote their digital transformation has become an urgent need in the field of education. This transformation process relies not only on the policy support and guidance of educational administrative departments but also on the innovative drive of educational technology companies, the in-depth research and support of academic institutions, and the teachers' personal active exploration and application of new technologies.…”

Section: [3][4][5]mentioning

confidence: 99%

Enhancing Digital Literacy in International Chinese Language Teachers: Strategies and Outcomes

Xu,

Guo

2024

LNEP

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The research specifically aims to outline and amplify strategies that can improve the digital competencies of international Chinese teachers. By examining various educational frameworks and technological implementations, the study sheds light on the challenges and opportunities presented by the digital landscape in education. The findings of this research offer actionable recommendations for educators, administrators, and policymakers, aimed at fostering a more digitally competent teaching workforce. These recommendations are intended to not only enhance the teaching and learning experience but also to guide future research and inform policy-making within the field of International Chinese Education. This contributes to a broader understanding of the pivotal transformations necessary to adapt to and prosper in the digitally driven global educational environment.

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“…Teachers' attitude towards technology directly impacts its use and successful integration [94]. Further, it is claimed that digital literacy is significantly influenced by the teacher's attitude over other contextual factors such as education level, gender, and experience [95]. Teachers, in general, possess a positive attitude towards technologyenhanced teaching [22,36,38,48,50,53,62].…”

Section: Teacher's Attitudes and Motivation Towards Technology Enhanc...mentioning

confidence: 99%

Teachers’ Agency in Technology for Education in Pre- and Post-COVID-19 Periods: A Systematic Literature Review

Pathiranage,

Karunaratne

2023

Education Sciences

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Technology has become an indispensable element in education that challenges conventional teaching. The pandemic significantly forced a paradigm shift in education from traditional methods to digital platforms. Emerging technology expanded the teacher’s role faster than predicted, and technology has become a significant criterion in defining 21st-century teachers. Teachers had to upgrade education and act as change agents in creating and managing technology-enhanced learning environments requiring teachers to be digitally literate. Considering teachers as significant stakeholders, this paper investigates how literature contributes to the knowledge of their perceptions of digital literacy in education by systematically investigating 59 research articles searched in EBSCO discovery services, covering commonly included 80 different databases in the default search. The review focuses on how teachers use technology, their challenges, and what teachers expect from successful technology integration. Results revealed a contradiction between expectations for technology integration into education before the pandemic and the experience after the lockdown. Even though teachers are confident using basic technology, many have observed a disconnect between technology and pedagogy that emphasises digital literacy’s need. Teachers struggle with technology integration due to lack of knowledge, accessibility, cost, disconnection, infrastructure, time, workload, and technology anxiety Therefore, teachers expect institutions to play a significant role in integrating technology by assisting them in mitigating challenges that require defining the institutional role of a technology-integrated learning environment.

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EFL teachers’ digital literacy: the role of contextual factors in their literacy development

Cited by 8 publications

References 48 publications

Mentor, Observe, Support, Take Action (MOST): a model for continuing professional development of teacher leaders

Mentor, Observe, Support, Take Action (MOST): a model for continuing professional development of teacher leaders

Enhancing Digital Literacy in International Chinese Language Teachers: Strategies and Outcomes

Teachers’ Agency in Technology for Education in Pre- and Post-COVID-19 Periods: A Systematic Literature Review

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