Primary School Teachers’ Digital Literacy: An Analysis On Teachers’ Skills In Using Technological Devices

Abstract

This research aims to analyze teachers’ digital literacy in the learning process at public elementary schools in Bengkulu, Indonesia. The focus is on teachers’ use of technological devices, especially their proficiency in operating, designing learning media, and utilizing digital media as a learning tool. This study employed qualitative research approach with descriptive type. The subjects were determined based on purposive with education background as the inclusive criteria. The data was collected using interview techniques where researchers were the primary instrument. The obtained data was analyzed through tabulation, coding, and conclusion withdrawal. Results showed that teachers firstly used technological devices as a learning tool due to the Covid-19 pandemic. They learnt to operate various device to transfer learning materials through visual, audio, and audiovisual methods. Teachers generally used smartphones and laptops, in which they are able to operate from the beginning to the end, including apps operation. Among the apps were Power Point, Canva, and Kinemaster with Zoom, Google Meets, Google Classroom, and WhatsApp as teaching platforms.

Influence of Knowledge Area on the Use of Digital Tools during the COVID-19 Pandemic among Latin American Professors

“…Likewise, the superiority in the frequency of ICT uses for presentations and sharing materials is consistent with the greater training that the literature attributes, in general, to professors for the use of this type of tool over others that are focused on different didactic activities [67,68]. The above observations support the idea that there is a strong tradition in higher education of employing ICT tools to support oral classroom presentations, such as Power Point ® , Prezi ® , Canva ® , or Genially ® [39], while the introduction of social networks, apps, or content sharing platforms in higher education finds greater resistance than in other educational stages [24,25]. In fact, except for Power Point ® , the presentation tools mentioned are both the most used before the pandemic and the ones whose use increased the most after it (Figure 3).…”

“…As illustrated in the summary scheme in Figure 8, with respect to the use of ICT in different academic activities, the following conclusions can be drawn: (i) the pandemic has led to an increase in the use of ICT in all families of activities in higher education described by UNESCO [28], and also by those works contextualized in the theory of self-regulated learning [30,31] (Figure 2), although professors in higher education have a lower ICT usage habit than teachers in pre-university education stages [24,25]; (ii) the largest increases have been in the activities where ICT were less used before the pandemic-tutorials and evaluations-(Figure 2); (iii) a greater level of homogeneity in the frequency of ICT use has been reached after the pandemic than before the pandemic (Figure 2 and Tables 2 and 3); and (iv) the use of ICT tools for classroom presentations and sharing materials continues to be slightly more frequent after the pandemic than the rest of the activities, although the increase in their use has been smaller. The results point to an increase in the use of ICT during the pandemic, which may result in an improvement in the quality of training, as suggested by the specialized literature [31,34,37,42].…”

“…In fact, except for Power Point ® , the presentation tools mentioned are both the most used before the pandemic and the ones whose use increased the most after it (Figure 3). Regarding the sharing of materials, professors have probably found themselves with the advantage that there are content repositories, such as YouTube ® [31], messaging platforms, such as WhatsApp ® [34], and social networks, such as Instagram ® [31] or TikTok ® [34], which were already used by young people, although not for educational purposes [21][22][23][24][25]. Among other things, the use of these types of platforms has allowed professors to incorporate innovative methodological recourses in their classes, such as humorous resources [101].…”

“…The incorporation of the use of ICT into the activity of higher education professors, however, is not sufficiently adapted to the uses that young people make of networks, devices, and platforms; rather, professors make use of a reduced number of tools, such as Power Point ® or Prezi ® , cannons or digital whiteboards, and Moodle ® or Blackboard ® type platforms, without taking advantage of the formative potential that the previous resources, better known by young people, can offer. Indeed, the literature supports that the formative use of tools such as WhatsApp ® , YouTube ® , Twitter ® , Facebook ® , or TikTok ® are more frequent in early childhood and primary education [24,25] and, in higher education, they are essentially relegated to the so-called self-regulated learning, according to Zimmerman's terminology [26], in which the student is the one who has the main responsibility for the design and development of learning situations [27].…”

Using Android-Based E-Module to Improve Students’ Digital Literacy on Chemical Bonding

“…Digital literacy competence is essential because: a) emphasis on raising awareness of thinking in critically evaluating information; b) emphasis on improving the ability to create digital information; c) emphasis the mastery of other skills in the form of computers, the internet, text, media, visual, audio, or the web presented through digital technology devices [41] [42]. Some of the results of the research show that e-learning, Google Classroom, social media, and mobile learning can help people learn how to use technology better [43][44] [45][46] [47].…”