The Digital Literacy in Teachers of the Schools of Rajouri (J&K)-India: Teachers Perspective

Abstract

The present age is the age of information. The globalization has affected every sphere of the life including education. In spite of availability of ICT infrastructure in schools, their potential is underutilized because of digital incompetence of the teachers. New digital technologies are acting as a catalyst towards improvement of learning outcome and enhancing quality of education, but only introduction of such technologies in schools for producing change and innovation is not enough, it requires digitally competent teachers to facilitate the use of ICT in education. These teachers will act as facilitators and mentors to students to lead them towards problem solving and innovation to meet the new challenges of globalization. Teachers must be able to create learning environments which are student centric and foster creativity, Meta cognition, meta-literacy, collaboration and communication in learners. Mere superficial use of ICT in teaching will not yield the required learning outcome, but the integration of ICT in pedagogy is important to enhance teaching, learning process. This can be done only when teachers are competent enough to use ICT tools and facilitate ICT integrated education. In this paper, we tried to assess the teacher's perspective about the ICT and investigate the factors responsible for resistance of teachers in using ICT in schools and suggestive measures for successful integration of ICT in the teaching process by the teachers of Rajouri district (J&K, India). The ICT skills are very important for teachers to support alternative modes of teaching, learning, i.e. e-learning, mobile learning in the present outbreak of pandemic disease caused by Coronavirus-COVID19.

The relationship between Technostress levels and job satisfaction of Teachers within the COVID-19 period

“…This transformation, where societies have been caught off their guard, has made up ground for the emergence of some problems in education as well (Kudyba, 2020 ; Mhlanga and Moloi, 2020 ). As a result of the studies conducted, during the distance education process, several problems such as lacking the opportunity to access distance education for every student (Burgess and Sievertsen, 2020 ; Dhawan, 2020 ; Thomas and Rogers, 2020 ), internet-related problems and limited access to technology (Eruchalu et al, 2021 ; Sari and Nayır, 2020 ), insufficient student-teacher interaction (Aydin and Erol, 2021 ; Korkmaz and Toraman, 2020 ), difficulty in classroom management in the online environment (Gül, 2021 ; Süğümlü, 2021 ), failure to achieve learning goals (Alea et al, 2020 ; Demir and Özdaş, 2020 ; Süğümlü, 2021 ; Toquero, 2020 ), insufficiency of technological literacy (Aydin and Erol, 2021 ; Hassan and Mirza, 2021 ; Rafiq et al, 2021 ) have been identified. However, it is possible to argue that teachers have been caught unprepared and unpracticed for distance education, currently used distance education systems have strained them, they do not know how to evaluate in distance education, and distance education is not applicable for every field (Korkmaz and Toraman, 2020 ).…”

Distance Education and Education Quality at HEIs in Ukraine During Covid-19

“…Although, HEIs have been solving this problem, the percentage of instructors who need additional training to provide quality teaching remains high. New digital technologies do improve learning outcome and enhance quality of education, however, to be implemented and produce changes they require digitally competent teachers [ [10]].…”

The Impact of COVID-19 on the Academic Performance of Students: A Psychosocial Study Using Association and Regression Model

“…An implication of this response could be that a lot of institutions in Nigeria are not well equipped with state of art technologies that can facilitate learning even in the nearest future. In similar researches conducted in Asia (India), the digital incompetence of teachers was also noted [37] and the technical difficulties teachers/lecturers face especially during covid-19 to use online platforms for instruction delivery and e-content creation [38]. This calls for more research in the space of educational technology in Nigeria, Africa and the world at large.…”