Digital literacy has been a major concern for people involved in education
sectors including students, teachers and policy makers. Thus, to make the
education in this era more effective to help reach the goals, English teachers
should be digitally more literate. The aims of this study are; 1) to find out
how the digital literacy was implemented; 2) to determine teachers’ attitude
in implementing the digital literacy; 3) to scrutinize the challenges; and 4)
the actions they took to cope with them. Employing a qualitative research
method, this study used a semi-structured interview and classroom
observation to collect the data from two EFL teachers at a junior high school
in Temanggung, Central Java, Indonesia as the subjects. The data were then
identified, categorized, organized, coded, described and reported following
the thematic analysis. The findings showed that they used computer and
smartphone to search for digital information. The teachers exhibited positive
attitudes in the use of digital literacy for EFL teaching. They used syllabus as
a major consideration, understood their position as teachers, developed
effective teaching, implemented multiple literacy and improved the four
language skills. However, issues related to lack of technology, students’
background, lack of time and limited budget were acknowledged as
hindrances in digital literacy implementation. As a strategy, teachers have
therefore developed an early planning and support plan to deal with these
challenges. Finally, this study suggests the need to develop teachers'
technical facilities, technological pedagogy, and policy makers to give digital
literacy more attention.
his research aimed to know the problems and the implementation of the
training as the solution and evaluation of digital training that can increase the
English teachers’ professionalism at SMP Negeri 13 Bengkulu, Indonesia.
This study used a descriptive qualitative method with the number of trainees
were 10 English teachers. The procedures of collecting data were
observation, documentation and interview. Then, the data analysis were done
by comparing the result of the interview from the English teachers at SMP
Negeri 13 Bengkulu, Indonesia before they joined and after joining digital
training provided by the researchers and finally concluded. The first research
finding is the English teachers had problems in terms of knowledge, difficult
to apply the application or technology, and never joining training. The
second finding is the implementation of digital training had many benefits
namely increased the English teachers’ professionalism, experienced and
innovated their knowledge and skills toward the use of digital learning, it
brought a good quality for learning outcomes and it helped to be better in an
advanced educational institution, particularly at SMP Negeri 13 Bengkulu,
Indonesia. The last finding is that after implementation, the English teachers
still got problems in using the application and need more training. The
implication of this study is digital training can be an advanced way in
educational development which needs good participation from the trainers,
trainees and educational institution.
The online learning in English language has been going along with the rapid
development and diffusion of the information and communication
techologies and shifted from being merely marginal trend to become
popular, where the number of higher education institutions has dramatically
increased to offer and led to extremely changes many aspect in learning
societies. This study explores the technical abilities, technology accessibility
and self-directed learning that contribute to student attitudes towards online
English learning in predicting the continuance intention of the online
learning. This study employed quantitative approach. There were 10 tertiary
students interviewed as preliminary study, then 36 students were surveyed
through questionnaire in a pilot test. The validated questionaire were used in
this study on the 102 students. Rasch measurement model was utilized to
validate the 25 items of questionnaire, meanwhile the Smart PLS ver. 2.0
was used to assess the regression of exogen to endogen variables. The study
concluded that self- directed learning contributed to the attitude towards
online English language learning as mediator to continuance intention of
online learning. The ability and positive attitude in using digital technology
must be present to support English learning current and forthcoming. The
next research can focus more on how students adapt to a variety of rapidly
changing technologies to support their English skills.
Ever since the pandemic occured, almost every sector utilize technology to accommodate learning. To tackle every possibility that may interfere the learning process, perspectives in using technology from teachers needed to be taken into account. Thereofore, the needs of finding the perspecives of teachers in teaching and learning especially in kindergarten are crucial since they are still new to the settings. Qualitative research design was applied through Google Form as the media to reach the participants. In collecting the data, the participants were asked about the use of the technology in the teaching and learning process using English as the language of instruction. This research involved eight teachers (T1, T2, T3, T4, T5, T6, T7, T8) of English for young learners in three different schools. Results revealed that there were four main themes which indicated the use of technology in teaching in the kindergarten students, namely: i) Technology motivates children to learn; ii) Technology effects children’s health; iii) Technology is an optional medium; and iv) Suitable application are needed for better learning. These findings can be useful for the present and future stakeholders of kindergarten schools especially in the use of information and communication technology (ICT) in the teaching of English as a foreign language (EFL) at kindergarten settings.
The notion of digital literacy has become the trend in any field, including this research. This research aimed to find the level of digital literacy and adequate and inadequate domains in each pre-service teachers of English education digital literacy group. Quantitative research with digital competence framework or DCF then adjusted and validated through the expert judgment by Aiken V as the main questionnaire occurred to measure the level of digital literacy. Indonesia and Thailand pre-service teacher in various universities participated in this research. The research found that: i) The most level of digital literacy whether in Indonesia and Thailand, the pre-service teacher has an intermediate level followed by basic and advanced and ii) The researcher claims ‘information’ as an inadequate domain and ‘implement tech to learning’ as the adequate domain in each level of digital literacy. Further research is needed to examine effectiveness of project-based learning, problem-based learning, and case study in enhancing digital literacy through qualitative and quantitative research.
Child Education Through Animation: An Experimental Study ijcga
Teachers have tried to teach their students by introducing text books along with verbal instructions in
traditional education system. However, teaching and learning methods could be changed for developing
Information and Communication Technology (ICT). It's time to adapt students with interactive learning
system so that they can improve their learning, catching, and memorizing capabilities. It is indispensable to
create high quality and realistic leaning environment for students. Visual learning can be easier to
understand and deal with their learning. We developed visual learning materials (an overview of solar
system) in the form of video for students of primary level using different multimedia application tools. The
objective of this paper is to examine the impact of student’s abilities to acquire new knowledge or skills
through visual learning materials and blended leaning that is integration of visual learning materials with
teacher’s instructions. We visited a primary school in Dhaka city for this study and conducted teaching
with three different groups of students (i) teacher taught students by traditional system on same materials
and marked level of student’s ability to adapt by a set of questions (ii) another group was taught with only
visual learning material and assessment was done with 15 questionnaires, (iii) the third group was taught
with the video of solar system combined with teacher’s instructions and assessed with the same
questionnaires. This integration of visual materials (solar system) with verbal instructions is a blended
approach of learning. The interactive blended approach greatly promoted students ability of acquisition of
knowledge and skills. Students response and perception were very positive towards the blended technique
than the other two methods. This interactive blending leaning system may be an appropriate method
especially for school children.
Digital literacy is essential in writing research articles for publication in today's digital age, particularly for novice english as a foreign language (EFL) teacher trying to publish their research articles. This qualitative research explores the digital literacy practices of novice EFL teachers in writing research articles for publication, including the digital tools they use, their purposes for using these tools, and the challenges they face in using them. The data were collected using a questionnaire and interview. The study found that novice EFL teachers conceptualized digital literacy as the ability to search and evaluate credible online sources, using word processing and digital editing tools, collaborating online, and publishing their work digitally. Novice EFL teachers use various digital tools, such as word processing software, reference management software, and online academic databases, to improve their research and writing process. They use these tools for various purposes, such as collaborating with peers, improving their writing skills, and publishing their work online. However, novice EFL teachers face limited technical issues, limited access, inadequate technology infrastructure, and time management. It is recommended that academic institutions provide support to help novice EFL teachers develop their digital literacy skills, including technical support services, and training programs.
Animal science is an essential curriculum in animal husbandry and veterinary professional education. This study delved into the use of ICT in teaching animal science using blended learning and the benefits of blended learning for teachers and students. The study utilized a descriptive survey design. The target population consisted of animal science students and teachers selected colleges of education in the Volta region. The population of Agric science students was 100, and the Agric science tutors in the three colleges were 20. With the use of Yamane formula, the sample size was 80 and 19 respectively for students and the teachers. The fundamental instrument for data collection was questionnaires. Four and five scaled Likert like tests were designed to elicit information on the level of ICT skill of teachers and their students, and on benefits of blended learning to teachers and students respectively. The information gathered was analyzed using SPSS version 21 and the hypotheses were tested using Analysis of Covariance. The result established that both teachers and students of animal science department in the Colleges that participated in the study, are skilled in ICT and that both teachers and students benefited from using blended learning model in teaching animal science in colleges of education in Ghana. It was also discovered from hypothesis tested that no significant difference existed between the ICT skill level of teachers and students, and no significant difference also existed between the level of benefit derived from blended learning by both teachers and students. It was concluded that both teachers and students of animal science in the colleges of education in Ghana benefited from blended learning model because they are skilled in ICT. Hence, it was recommended that teachers and students must be well trained to acquire sufficient ICT skills in the usage of basic ICT applications in order to obtain the full benefits of the blended learning model.
ICTS are New Tools for Learning and Teaching Englishijtsrd
This study examined the impacts of using ICT devices in education and for teaching and learning the English language. It is vital to mention that the article is devoted to highlight the effects of utilizing ICT tools to improve learners' English skills. ICT as a new tool can change both teachers' and learners' roles in the classroom as some ages ago teachers were in the center of teaching and learning process, had a great role in education, he was a knowledge provider, a director and a controller all aspects of learning, however the use of ICT in education brings some changes in teacher roles. Munavvar Bahodirovna Fayzullayeva "ICTS are New Tools for Learning and Teaching English" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47624.pdf Paper URL : https://www.ijtsrd.com/other-scientific-research-area/other/47624/icts-are-new-tools-for-learning-and-teaching-english/munavvar-bahodirovna-fayzullayeva
his research aimed to know the problems and the implementation of the
training as the solution and evaluation of digital training that can increase the
English teachers’ professionalism at SMP Negeri 13 Bengkulu, Indonesia.
This study used a descriptive qualitative method with the number of trainees
were 10 English teachers. The procedures of collecting data were
observation, documentation and interview. Then, the data analysis were done
by comparing the result of the interview from the English teachers at SMP
Negeri 13 Bengkulu, Indonesia before they joined and after joining digital
training provided by the researchers and finally concluded. The first research
finding is the English teachers had problems in terms of knowledge, difficult
to apply the application or technology, and never joining training. The
second finding is the implementation of digital training had many benefits
namely increased the English teachers’ professionalism, experienced and
innovated their knowledge and skills toward the use of digital learning, it
brought a good quality for learning outcomes and it helped to be better in an
advanced educational institution, particularly at SMP Negeri 13 Bengkulu,
Indonesia. The last finding is that after implementation, the English teachers
still got problems in using the application and need more training. The
implication of this study is digital training can be an advanced way in
educational development which needs good participation from the trainers,
trainees and educational institution.
The online learning in English language has been going along with the rapid
development and diffusion of the information and communication
techologies and shifted from being merely marginal trend to become
popular, where the number of higher education institutions has dramatically
increased to offer and led to extremely changes many aspect in learning
societies. This study explores the technical abilities, technology accessibility
and self-directed learning that contribute to student attitudes towards online
English learning in predicting the continuance intention of the online
learning. This study employed quantitative approach. There were 10 tertiary
students interviewed as preliminary study, then 36 students were surveyed
through questionnaire in a pilot test. The validated questionaire were used in
this study on the 102 students. Rasch measurement model was utilized to
validate the 25 items of questionnaire, meanwhile the Smart PLS ver. 2.0
was used to assess the regression of exogen to endogen variables. The study
concluded that self- directed learning contributed to the attitude towards
online English language learning as mediator to continuance intention of
online learning. The ability and positive attitude in using digital technology
must be present to support English learning current and forthcoming. The
next research can focus more on how students adapt to a variety of rapidly
changing technologies to support their English skills.
Ever since the pandemic occured, almost every sector utilize technology to accommodate learning. To tackle every possibility that may interfere the learning process, perspectives in using technology from teachers needed to be taken into account. Thereofore, the needs of finding the perspecives of teachers in teaching and learning especially in kindergarten are crucial since they are still new to the settings. Qualitative research design was applied through Google Form as the media to reach the participants. In collecting the data, the participants were asked about the use of the technology in the teaching and learning process using English as the language of instruction. This research involved eight teachers (T1, T2, T3, T4, T5, T6, T7, T8) of English for young learners in three different schools. Results revealed that there were four main themes which indicated the use of technology in teaching in the kindergarten students, namely: i) Technology motivates children to learn; ii) Technology effects children’s health; iii) Technology is an optional medium; and iv) Suitable application are needed for better learning. These findings can be useful for the present and future stakeholders of kindergarten schools especially in the use of information and communication technology (ICT) in the teaching of English as a foreign language (EFL) at kindergarten settings.
The notion of digital literacy has become the trend in any field, including this research. This research aimed to find the level of digital literacy and adequate and inadequate domains in each pre-service teachers of English education digital literacy group. Quantitative research with digital competence framework or DCF then adjusted and validated through the expert judgment by Aiken V as the main questionnaire occurred to measure the level of digital literacy. Indonesia and Thailand pre-service teacher in various universities participated in this research. The research found that: i) The most level of digital literacy whether in Indonesia and Thailand, the pre-service teacher has an intermediate level followed by basic and advanced and ii) The researcher claims ‘information’ as an inadequate domain and ‘implement tech to learning’ as the adequate domain in each level of digital literacy. Further research is needed to examine effectiveness of project-based learning, problem-based learning, and case study in enhancing digital literacy through qualitative and quantitative research.
Child Education Through Animation: An Experimental Study ijcga
Teachers have tried to teach their students by introducing text books along with verbal instructions in
traditional education system. However, teaching and learning methods could be changed for developing
Information and Communication Technology (ICT). It's time to adapt students with interactive learning
system so that they can improve their learning, catching, and memorizing capabilities. It is indispensable to
create high quality and realistic leaning environment for students. Visual learning can be easier to
understand and deal with their learning. We developed visual learning materials (an overview of solar
system) in the form of video for students of primary level using different multimedia application tools. The
objective of this paper is to examine the impact of student’s abilities to acquire new knowledge or skills
through visual learning materials and blended leaning that is integration of visual learning materials with
teacher’s instructions. We visited a primary school in Dhaka city for this study and conducted teaching
with three different groups of students (i) teacher taught students by traditional system on same materials
and marked level of student’s ability to adapt by a set of questions (ii) another group was taught with only
visual learning material and assessment was done with 15 questionnaires, (iii) the third group was taught
with the video of solar system combined with teacher’s instructions and assessed with the same
questionnaires. This integration of visual materials (solar system) with verbal instructions is a blended
approach of learning. The interactive blended approach greatly promoted students ability of acquisition of
knowledge and skills. Students response and perception were very positive towards the blended technique
than the other two methods. This interactive blending leaning system may be an appropriate method
especially for school children.
Digital literacy is essential in writing research articles for publication in today's digital age, particularly for novice english as a foreign language (EFL) teacher trying to publish their research articles. This qualitative research explores the digital literacy practices of novice EFL teachers in writing research articles for publication, including the digital tools they use, their purposes for using these tools, and the challenges they face in using them. The data were collected using a questionnaire and interview. The study found that novice EFL teachers conceptualized digital literacy as the ability to search and evaluate credible online sources, using word processing and digital editing tools, collaborating online, and publishing their work digitally. Novice EFL teachers use various digital tools, such as word processing software, reference management software, and online academic databases, to improve their research and writing process. They use these tools for various purposes, such as collaborating with peers, improving their writing skills, and publishing their work online. However, novice EFL teachers face limited technical issues, limited access, inadequate technology infrastructure, and time management. It is recommended that academic institutions provide support to help novice EFL teachers develop their digital literacy skills, including technical support services, and training programs.
Animal science is an essential curriculum in animal husbandry and veterinary professional education. This study delved into the use of ICT in teaching animal science using blended learning and the benefits of blended learning for teachers and students. The study utilized a descriptive survey design. The target population consisted of animal science students and teachers selected colleges of education in the Volta region. The population of Agric science students was 100, and the Agric science tutors in the three colleges were 20. With the use of Yamane formula, the sample size was 80 and 19 respectively for students and the teachers. The fundamental instrument for data collection was questionnaires. Four and five scaled Likert like tests were designed to elicit information on the level of ICT skill of teachers and their students, and on benefits of blended learning to teachers and students respectively. The information gathered was analyzed using SPSS version 21 and the hypotheses were tested using Analysis of Covariance. The result established that both teachers and students of animal science department in the Colleges that participated in the study, are skilled in ICT and that both teachers and students benefited from using blended learning model in teaching animal science in colleges of education in Ghana. It was also discovered from hypothesis tested that no significant difference existed between the ICT skill level of teachers and students, and no significant difference also existed between the level of benefit derived from blended learning by both teachers and students. It was concluded that both teachers and students of animal science in the colleges of education in Ghana benefited from blended learning model because they are skilled in ICT. Hence, it was recommended that teachers and students must be well trained to acquire sufficient ICT skills in the usage of basic ICT applications in order to obtain the full benefits of the blended learning model.
ICTS are New Tools for Learning and Teaching Englishijtsrd
This study examined the impacts of using ICT devices in education and for teaching and learning the English language. It is vital to mention that the article is devoted to highlight the effects of utilizing ICT tools to improve learners' English skills. ICT as a new tool can change both teachers' and learners' roles in the classroom as some ages ago teachers were in the center of teaching and learning process, had a great role in education, he was a knowledge provider, a director and a controller all aspects of learning, however the use of ICT in education brings some changes in teacher roles. Munavvar Bahodirovna Fayzullayeva "ICTS are New Tools for Learning and Teaching English" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47624.pdf Paper URL : https://www.ijtsrd.com/other-scientific-research-area/other/47624/icts-are-new-tools-for-learning-and-teaching-english/munavvar-bahodirovna-fayzullayeva
The use of computer technology in efl classroom pros and cons (1) (1)ouissaless
* Teaching English as a foreign language field has encountered a great development in the past couple of years. Having the ability and tools to integrate computer technology devices inside the classroom had affected and deeply influenced learners' SLA. Learners could benefit from the technological tools to facilitate their second language acquisition through video games, videos, online learning platforms and websites that are dedicated to providing learners with a joyful and fruitful experience of second language acquisition.
Unlocking digital literacy practices of EFL teachersEkoPurwanti1
Digital literacy practice is necessary for education since information and communication technology has developed rapidly, resulting in shifting to the era of digital technology. The digital literacy practices in school and especially in classrooms are required for preparing 21st-century students. This study aims to (1) determine teachers’ perceptions of digital literacy practices in the level of classroom and school, (2) point out the digital literacy practices of English Foreign Language (EFL) teachers, and (3) investigate the challenges faced by the EFL teachers in applying digital literacy practices in the classroom. This study revealed the digital literacy practices of thirteen EFL Teachers in Yogyakarta using questionnaires and semi-structured interviews. The results uncovered that digital literacy was highly supported, evidenced by the facility, equipment, and the connectivity provided in all schools with a variety of free internet access. In the classroom level, these teachers practised digital literacy by using some digital tools. In implementing digital literacy, the teachers faced some challenges, such as defective equipment and Internet access and intrinsic factors such as teachers’ knowledge in technology, their attitudes toward digital technology, and students’ commitment to apply digital literacy. These findings are followed by recommendations for schools, teachers, and further research.
This is a descriptive qualitative study on Teachers' perspective of ICT use in their teaching and proffesional development.
This paper was presented in ELC conference, may 2013 in Yogyakarta State university
Interactive digital learning materials for kindergarten students in banglades...Baharul Islam
Traditional education system for preschool children is not updated in Bangladesh. Generally, parents and teachers are tried to teach children by introducing first alphabet and numbers in the form of text books. Sometimes it is quite difficult for teachers to teach play group about their first learning when they are not interested with it. The pedagogy of teaching and learning is changed with the proliferation of communication technology and it is necessary to develop interactive learning materials for children that may improve their learning, catching, and memorizing capabilities. Perhaps, one of the most important innovations in the age of technology is multimedia and its application. It is imperative to create high quality and realistic leaning environment for children. Interactive learning materials can be easier to understand and deal with their first learning. We developed some interactive learning materials in the form of video for playgroup using multimedia application tools. This study investigated the impact of student’s abilities to acquire new knowledge or skills through interactive learning materials. We visited one kindergartens (Nursery schools), interviewed class teachers about their teaching methods and level of students’ ability of recognizing English alphabets, pictures etc. The course teachers were provided interactive learning materials to show their playgroups for a number of sessions. The video included English alphabets with related words and pictures, and motivational funs. We noticed that almost all children were very interested to interact with their leaning video. The students were assesses individually and asked to recognize the alphabets, and pictures. The students adapted with their first alphabets very quickly. However, there were individual differences in their cognitive development. This interactive multimedia can be an alternative to traditional pedagogy for teaching playgroups.
This study proposes to present a sample design of a flipped learning instructional model for teaching Islamic Studies course at an Indonesian higher education institution. A bottom-up flipped learning model was developed in this study, based on Bloom’s taxonomy of educational objectives. A Learning Management System (LMS), Schoology, was employed as a platform to share pre-class video lectures for student learning activities outside-of-class. Three main activities proposed by the researchers outside of the class activities, namely, Watching, Summarizing, and Notetaking (WSN), whereas give and take conversation is the main class activity. This study implies that the bottom-up flipped learning model could potentially be implemented for teaching Islamic studies course in Indonesian higher education institutions, with the aim of fostering students' highest level of cognitive domains and independent learning skills. This study has implications for the Ministry of Research, Technology, and Higher Education and the Ministry of Religious Affairs of the Republic of Indonesia or policymakers to consider the flipped classroom as a contemporary teaching model for teaching Islamic studies course and other subjects at any in Indonesian higher education institutions.
Online learning from a specialized distance education paradigm to a ubiquitou...James Cook University
Anderson, N., & Hajhashemi, K. (2013). Online Learning: From a specialized distance education paradigm to a ubiquitous element of contemporary education. IEEE, 2(13), 91-94.
Abstract: This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control.
Paper on sub-theme: “E-Learning” of " International Conference on Open Source...Djadja Sardjana
E-learning or electronic learning is now increasingly recognized as one way to overcome the problem of education, both in the developed countries and in developing countries. Many people use the term different with e-learning, but in principle e-learning is learning to use electronic services as a means of help. The main vehicle in the development of human resources is education and training. But when watching the situation geography, socio-economic and cultural diversity of Indonesia, it is clear that it was not adequate anymore when only relying on the ways of traditional solutions alone.
Navigating Challenges and Maximizing Benefits in the Integration of Informati...ssuser793b4e
The integration of Information and Communication Technology
(ICT) in the educational systems of both public and private primary schools in
Africa has become a crucial factor in enhancing teaching and learning. This
paper explores the role of ICT tools in education, including computers,
interactive whiteboards, learning management systems, educational apps,
online collaboration tools, television, and online assessment tools. It discusses
their applications and the advantages they offer, such as fostering creativity,
improving academic performance, increasing motivation and responsibility,
and promoting teamwork. However, it also acknowledges the challenges
associated with ICT integration, including distractions, excessive usage,
exposure to false information, data theft, reduced human contact, and
cyberbullying. Moreover, the paper highlights key challenges in African
education, such as the lack of computer literacy among instructors, low
teledensity, unstable power supply, inadequate financing, and the absence of a
comprehensive ICT curriculum. It concludes by emphasizing the need for a
holistic approach to ICT integration, addressing infrastructure, teacher
training, curriculum development, and organizational support to realize the
full potential of ICT in education especially at the Primary school level.
A transition in learning model implementation occurred in higher education
during the COVID-19 pandemic. Online learning answers the needs of longdistance
learning. However, not all higher education institutions are
thoroughly prepared for online learning. Therefore, this study aimed to
understand the online learning experience at higher education institutions
from the perspectives of multigenerational teaching staff. This study utilized
mixed-method research through a quantitative and qualitative study. A total
of 93 participants; male (n=40) and female (n=57) teaching staff filled out a
research questionnaire consisting of closed and open questions about online
learning. The data were analyzed using descriptive statistics and qualitative
thematic analysis. The results indicated positive and negative contributions
of the online learning process that affect the effectiveness of online learning
according to multigenerational teaching staff perspectives. These findings
contribute to the global discussion about the online learning process in
higher education and recommend the usage of online learning for teaching
staff across generations, complemented with an effective instructional design
that would help provide a rigorous learning environment.
This paper determined the skills needed by business education lecturers, considering the need for them to be at breast with modern technology in the arts of teaching with emphasis on activity-based learning. This study is further heightened with the need to expose business education students to globalized economy. Thus, the need arises to probe the readiness of business educators (saddled with the responsibility of guiding these students) in terms of their competencies in the use of technology in teaching. This study seeks to achieve one objective, answers one research question and test a null hypothesis. The survey research design is adopted and the study was carried out in Nigeria with an accessible population of 500 business educators, out of which 217 respondents were used. A questionnaire on technology-driven teaching skills and content delivery in Business Education generated data for the study analyzed using Linear Regression Analysis. Findings are that technology-driven teaching skills significantly predict effective delivery of the content of business education. This implies that business educators require skills in the use of modern technology in teaching business education. Based on the finding of this study, it is concluded that the effectiveness of content delivery in business education in today’s globalized society is to an average extent dependent upon the skill level of business education lecturers in the use of technology in teaching.
This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.
The volunteer function inventory (VFI) is an assessment tool to measure individual volunteer motivation. VFI measures individual motivation to volunteer by examining the functional motives of each volunteer. This research aimed to adapt the VFI to the Indonesian language. VFI consists of 30 items divided into five dimensions. This study utilized a non-experimental quantitative research method. Samples were acquired by accidental random sampling with N = 176. In this study, reliability testing was carried out with items and dimensions of Cronbach's α. Validity tests were examined using construct validity and item analysis. The results of the Indonesian version of VFI showed high reliability and validity. Besides, the item analysis also shows that the quality of each item is excellent. The Indonesian version of VFI will be suitable for various education fields in Indonesia to measure the students' voluntary willingness in community development activities, for example, in measuring the impact of volunteerism in the Merdeka Belajar Kampus Merdeka (MBKM) social activities and other activities within the communities.
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The use of computer technology in efl classroom pros and cons (1) (1)ouissaless
* Teaching English as a foreign language field has encountered a great development in the past couple of years. Having the ability and tools to integrate computer technology devices inside the classroom had affected and deeply influenced learners' SLA. Learners could benefit from the technological tools to facilitate their second language acquisition through video games, videos, online learning platforms and websites that are dedicated to providing learners with a joyful and fruitful experience of second language acquisition.
Unlocking digital literacy practices of EFL teachersEkoPurwanti1
Digital literacy practice is necessary for education since information and communication technology has developed rapidly, resulting in shifting to the era of digital technology. The digital literacy practices in school and especially in classrooms are required for preparing 21st-century students. This study aims to (1) determine teachers’ perceptions of digital literacy practices in the level of classroom and school, (2) point out the digital literacy practices of English Foreign Language (EFL) teachers, and (3) investigate the challenges faced by the EFL teachers in applying digital literacy practices in the classroom. This study revealed the digital literacy practices of thirteen EFL Teachers in Yogyakarta using questionnaires and semi-structured interviews. The results uncovered that digital literacy was highly supported, evidenced by the facility, equipment, and the connectivity provided in all schools with a variety of free internet access. In the classroom level, these teachers practised digital literacy by using some digital tools. In implementing digital literacy, the teachers faced some challenges, such as defective equipment and Internet access and intrinsic factors such as teachers’ knowledge in technology, their attitudes toward digital technology, and students’ commitment to apply digital literacy. These findings are followed by recommendations for schools, teachers, and further research.
This is a descriptive qualitative study on Teachers' perspective of ICT use in their teaching and proffesional development.
This paper was presented in ELC conference, may 2013 in Yogyakarta State university
Interactive digital learning materials for kindergarten students in banglades...Baharul Islam
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Online learning from a specialized distance education paradigm to a ubiquitou...James Cook University
Anderson, N., & Hajhashemi, K. (2013). Online Learning: From a specialized distance education paradigm to a ubiquitous element of contemporary education. IEEE, 2(13), 91-94.
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The integration of Information and Communication Technology
(ICT) in the educational systems of both public and private primary schools in
Africa has become a crucial factor in enhancing teaching and learning. This
paper explores the role of ICT tools in education, including computers,
interactive whiteboards, learning management systems, educational apps,
online collaboration tools, television, and online assessment tools. It discusses
their applications and the advantages they offer, such as fostering creativity,
improving academic performance, increasing motivation and responsibility,
and promoting teamwork. However, it also acknowledges the challenges
associated with ICT integration, including distractions, excessive usage,
exposure to false information, data theft, reduced human contact, and
cyberbullying. Moreover, the paper highlights key challenges in African
education, such as the lack of computer literacy among instructors, low
teledensity, unstable power supply, inadequate financing, and the absence of a
comprehensive ICT curriculum. It concludes by emphasizing the need for a
holistic approach to ICT integration, addressing infrastructure, teacher
training, curriculum development, and organizational support to realize the
full potential of ICT in education especially at the Primary school level.
A transition in learning model implementation occurred in higher education
during the COVID-19 pandemic. Online learning answers the needs of longdistance
learning. However, not all higher education institutions are
thoroughly prepared for online learning. Therefore, this study aimed to
understand the online learning experience at higher education institutions
from the perspectives of multigenerational teaching staff. This study utilized
mixed-method research through a quantitative and qualitative study. A total
of 93 participants; male (n=40) and female (n=57) teaching staff filled out a
research questionnaire consisting of closed and open questions about online
learning. The data were analyzed using descriptive statistics and qualitative
thematic analysis. The results indicated positive and negative contributions
of the online learning process that affect the effectiveness of online learning
according to multigenerational teaching staff perspectives. These findings
contribute to the global discussion about the online learning process in
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Investigating teachers’ attitude toward digital literacy in EFL classroom
1. Journal of Education and Learning (EduLearn)
Vol. 15, No. 1, February 2021, pp. 97~103
ISSN: 2089-9823 DOI: 10.11591/edulearn.v15i1.15747 97
Journal homepage: http://edulearn.intelektual.org
Investigating teachers’ attitude toward digital literacy in EFL
classroom
Bambang Widi Pratolo, Hana Amri Solikhati
English Education Department, Universitas Ahmad Dahlan, Indonesia
Article Info ABSTRACT
Article history:
Received Feb 6, 2020
Revised Dec 9, 2020
Accepted Jan 10, 2021
Digital literacy has been a major concern for people involved in education
sectors including students, teachers and policy makers. Thus, to make the
education in this era more effective to help reach the goals, English teachers
should be digitally more literate. The aims of this study are; 1) to find out
how the digital literacy was implemented; 2) to determine teachers’ attitude
in implementing the digital literacy; 3) to scrutinize the challenges; and 4)
the actions they took to cope with them. Employing a qualitative research
method, this study used a semi-structured interview and classroom
observation to collect the data from two EFL teachers at a junior high school
in Temanggung, Central Java, Indonesia as the subjects. The data were then
identified, categorized, organized, coded, described and reported following
the thematic analysis. The findings showed that they used computer and
smartphone to search for digital information. The teachers exhibited positive
attitudes in the use of digital literacy for EFL teaching. They used syllabus as
a major consideration, understood their position as teachers, developed
effective teaching, implemented multiple literacy and improved the four
language skills. However, issues related to lack of technology, students’
background, lack of time and limited budget were acknowledged as
hindrances in digital literacy implementation. As a strategy, teachers have
therefore developed an early planning and support plan to deal with these
challenges. Finally, this study suggests the need to develop teachers'
technical facilities, technological pedagogy, and policy makers to give digital
literacy more attention.
Keywords:
Digital literacy
Digital literacy challenges
EFL learning
This is an open access article under the CC BY-SA license.
Corresponding Author:
Bambang Widi Pratolo
English Education Department
Universitas Ahmad Dahlan
Jl. Ringroad Selatan, Bantul, Yogyakarta, Indonesia
Email: bambang.pratolo@pbi.uad.ac.id
1. INTRODUCTION
Digital Literacy Advocates Network (JAPELIDI) which managed a mapping research toward the
digital literacy movement in Indonesia found that school institutions placed a lower rank in organizing digital
literacy [1]. It ranked 3.68%, which is lower than NGOs, communities, government, and universities,
whereas school is expected to be the most significant organizer in providing information to students and other
stakeholders. JAPELIDI also reported that high schools were true allies (29.55%) in the organization of
digital literacy programs, followed by university students (18.5 percent). This is because learners are known
to be the fastest cluster to spread impact. They are, on the other hand, seen as the agents of transformation in
this digital world.
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Students are known as digital natives in this millennium age as they evolve in almost daily life with
technology. To enhance students' digital literacy skills, the teacher should also be digitally savvy. When the
teachers are digitally savvy, they will normally find the teaching process more relaxing. Indonesian educators
claimed that language learning could combine different types of technologies to enhance students’ language
skills [2].
Very few studies have been carried out on digital literacy in Indonesian EFL classroom, especially
how digital literacy was practiced under a lack of technological facilities. As such, more information about
whether suburban school can use technology to teach digital literacy is needed. Therefore, this study aims to
investigate challenges in implementing digital literacy, specifically based on teachers’ view on how they
corporate technology into the EFL classroom, the obstacles they encountered, and how they coped with them.
Literacy skill is one of the skills required in the 21st
century, along with learning skills and life
skills. Multiliteracy shows the richness of literacy sources, including digital literacy. Gilster [3] described
digital literacy as the ability to receive information from multiple forms based on the computer. That was two
decades ago when the computer was the most sophisticated device in that era. As technology developed
rapidly, it is easier for people to attain information from many sources. Alkalai [4] described digital literacy
as the ability to use software and digital technologies, including cognitive, sociological, motoric and
emotional skills, to provide what users wanted. Others described it as knowledge literacy, which requires a
cognitive standard to view, interpret and generate information from digital tools [5]. Ozden [6] more
precisely described digital literacy as the ability to collect information from a digital medium. Knowledge
can be obtained from a variety of sources, as Kerkhof [7] said, that digital literacy consists of language,
phrase, visual display, motion graphics, audio, video, and multimedia.
Boche [8] suggested that multiliteracy raises more varying information from several technology
sources. Multiple literacies are new forms and unique ways of reading meaning outside written text such as
gaming literacy, digital literacy, and multiliteracy [5]. McCord cited that the complete understanding of
multiliteracy effects on how teacher position it in the teaching process. An intersect combination of
traditional and new technology develops a more effective and energetic classroom. For instance, combining
multiple sources such as a printed book, e-learning, internet, and video observation [9]. Based on Cope and
Kalantzis [10], multiple literacies are needed in this current age of learning, considering the large media
format of literacy.
Computer as a digital device is applicable in language learning because students and teachers can
reach the mastery of language by operating this device[11]. With respect to digital literacy and educational
development, Simpson and Obdalova [12] affirm the CALL satisfies the requirements of digital literacy
practice. The explanation CALL passes the qualification is that the CALL-based lesson involves both English
language and technology topics. As far as CALL practice is concerned, PowerPoint presentation is the most
commonly used feature of CALL practice, which enables teachers to design technical presentations and teach
English [13]. Visual format promotes improved learning and provides more interesting material for students
to concentrate [13]. In the optimal situation of instruction, PPT is often referred to as a poorly used medium.
In the meantime, conventional teaching approaches also struggle with inefficiency in learning [14]. However,
after practicing technology, a professional instructor may prevent students' timidity and negative results.
In the context of education, it is agreed that the use of smartphones is an innovative means of
teaching EFL [15]. The advancement of smartphone proves that it is the most used mobile device for learning
activity because of mobility and accessibility [16]. The mobility of the smartphone creates limitless space and
time to be used out of classroom situations. The accessibility provides learners with a variety of applications
in line with educational objectives. Therefore, it is accepted that using smartphones to teach EFL has been
groundbreaking. The advancement of smartphones shows that mobile learning is a major trend, because of
the affordability and versatility of the device. The versatility of the mobile offers unlimited opportunity for
classroom instruction at odd hours. Accessibility offers a range of applications for learners in compliance
with educational goals. The use of smartphones and specific apps have been mainly studied and discussed in
previous studies. McCord [5] documented the more varied technology and application in digital literacy such
as Twitter, browser, interactive storybooks, play store application on a tablet, group websites, Promethean
board programs, eBooks and group websites. The following order, such as Facebook closed groups, blogs,
Skype (and other VoIPs), and WhatsApp were integrated within literacy activity [17].
The basic skill of a teacher to practice digital literacy is being knowledgeable in digital literacy
itself. As mentioned by McCord [5] both teachers and students should be able to understand how a digital
device presents information by its language. McCord also found that the teacher confirmed how crucial
digital literacy helped students to learn. The teacher revealed that digital literacy makes students more
engaged and captures all of the information. On the contrary, other teacher stated that making the young
generation overwhelmed with technology could be dangerous for them, for instance films, videos, or images
that provoke focus distraction. Thus, Clarke [18] intended to maintain the learning goals as noted in the
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syllabus. However, the complex and dynamic classroom situation drives a flexible nature of teacher
pedagogy [19].
Understanding teacher’s position as a role model and classroom director does not mean that learning
activity is a teacher-centered [20]. The teacher is the most eligible person to bring the learning process to
meet the objectives. Thus, the role of the teacher in learning with technology remains principal. However,
every teacher has a personal way of utilizing digital media within the English classroom. Preparedness is one
of teachers’ considerations before utilizing technology [9] such as the consideration to use curriculum which
assists how teacher arranges the learning conceptually and epistemologically reasonable with the real
situation [21]. It also suggests that teachers need to redesign resources. It can be done to make students more
focused on key points rather than any less-important stuff. Redesigning resources means creating new
material from a source or adding several materials from the existing source.
In the context of integrating digital literacy into EFL learning, this study intended to explore what
are teachers’ attitudes toward how technology contributes to enhance English skills. Cahyani and Cahyono
[2] concluded that teachers agree on the effectiveness of teaching English skills using technology followed
by the variation of technology such as video/television, notebook/computer, digital camera, email, websites,
weblog, and the virtual web forum. Interactive eBooks was also found to increase reading skill level or
storybooks were used to enhance reading, listening, and speaking skills [5].
Technology resources such as web (YouTube, Wikiblog), laptop, and computer are identified as
effective devices for improving and modifying education [22]. Nevertheless, the real world of teaching shows
that it is not easy. The most common problem is the lack of technology in an education setting. Firman [23]
found that Indonesian education still needs to make improvement especially in the aspect of education
facility. A lot of problems were identified, for instance, the lack of e-learning implementation, the lack of
ICT facilities and skillful personnel, particularly in rural territories.
Bates [24] formulated "ACTION" as a model of effective factors to use technology. The C on the
acronym stands for Cost, meaning that budgeting is a key to afford the technology. The advanced function of
technology makes the cost expensive. Moreover, maintaining technology needs a lot of funding[25]. In the
education scope, the government has contributed to the school budgeting since the launching of the School
Operational Assistance Program (BOS) in 2005. The majority of government financial support then was
channeled through BOS [26]. However, the lack of funding in private school still needs to be overcome. As a
result, poor school budgeting prevents the teacher from practicing a better application of technology [9].
Technology facility is not a mere and a technological training for teachers was required to select
information from various digital formats. Although teachers nowadays are familiar with technology, the
technology itself keeps developing and getting more and more complex. Thus, the essential skill in operating
technology for education is needed [27]. Meanwhile, Omwenga and Waema [28] found that teachers felt
regretful over abandoning available instructional resources. Thus, enhancing teachers’ self-confidence is the
new focus to overcome teachers’ low interest in technology [29]. It was also confirmed that the obstruction in
integrating technology into classroom instruction is because the teacher is a huge demanding profession with
classroom and social responsibility [30]. The high demanding job is caused by several stressors such as
limited time, discipline pressure, and students' lack of motivation [31]. Based on Skaalvik’s study [31],
teachers have limited time to rest and do other jobs in school hours. The rush schedule during teaching
practices demanded teachers to spend extra hours to complete academic or administrative work. Meetings,
administrative duty, and student supervision caused a lack of time to prepare teaching material. Previous
investigations also indicated the lack of time in planning technology lessons as the most significant obstacle
to digital literacy instruction [29].
A teaching and learning process involved both teachers and students, and both parties should
contribute to create digital literacy atmosphere to improve learning engagement. However, due to the
students’ less experience, they were unable to accept the integration of technology within the learning
process. Students' unpreparedness in using technology as a digital source can be addressed in several
dimensions. First, Hosseini [29] pointed out that students' self-management skill often presents a greater
challenge to teach technology. Secondly, a study by McCord [5] showed that teachers prefer to use a
contemporary method rather than technology because of students' incapability to learn through the utilization
of technology. It proves that students' low motivation influences the integration of technology in EFL
learning. In the context of educational technology research, it is found that students with a high-level of an
economic background support the practice of digital literacy [17].
2. RESEARCH METHOD
The study was descriptive qualitative research and conducted at one private junior high school
located in Temanggung, Central Java, Indonesia. The school was selected following the criteria that it is
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located in a suburb area, had EFL millennial teachers who were considered as technological literate indicated
by the ability to work with technology and had often joined training on educational technologies. Besides, the
school provided technological learning devices although they were limited.
An open invitation to join this study was posted and few teachers responded. However, there were
only two EFL teachers, Nagita and Dewi (pseudonym) who were eligible and met the criteria; having been in
the job for 5-10 years as suggested by [32] and considered skilful in operating technology [5]. The teacher
participants were technologically literate teachers indicated by their intensive participation in educational
technology training, able to utilize various applications in their gadget, computer and other digital devices,
and ready to perform technology in the classroom. Furthermore, they were born in the 1980s and considered
as the millennial generation. The time and resource limitations interfered the researcher to meet the ideal
number of the participants, as suggested by Dornyei [33]. However, he added that qualitative is concerned
with how representative the participants in the population are; therefore, less participants with varied and rich
experiences, as those participated in this research were sufficient.
A semi-structured interview was used because it allowed the researchers to develop the nature and
flexibility of the interview [34]. The researchers used interview guidelines as proposed by McCord [5] and
observation through video recording as suggested by Dornyei [33]. The interview was developed to answer
the research questions. In the field, some of the prepared questions changed or even were not asked if the
participants already explained. Video recording as chosen because it could give comprehensive description
on what was really happening in the classroom. Thematic analysis framework by Braun and Clarke’s [35]
was used to analyze the data. All the responses from the participants were categorized and grouped into the
same topics. These topics were then aligned into theme and explored for further analysis.
3. RESULTS AND DISCUSSION
3.1. Types of technology used in digital literacy
Teachers have used laptops and tablets as means of digital literacy. The idea of using a computer in
delivering language help supports the notion of Simpson and Obdalova [12] that CALL (Computer Aided
Language Learning) will enhance digital literacy. Regarding teachers' use of smartphones in EFL, it is
accepted that creative means are used in teaching [15]. Regardless of a teacher's choice, teachers should be
provided with different forms of technologies to better teach language [2].
3.2. Digital literacy practices in EFL classroom
This study shows that the computer was used by Nagita and Dewi to provide English materials. For
other assignments, they used smartphones. It suggests that teachers often used a PC and occasionally used a
cell phone. This research demonstrates how computers have been the most prevalent device used by teachers
to perform daily teaching and learning practices. This might be due to the similar characteristics of subjects
involved in this study and those participated in Cahyani and Cahyono’s [2] study.
3.3. Teachers’ attitude toward digital literacy
As regards teachers' belief in digital literacy, Nagita identified digital literacy as the ability to read
visual content from digital devices. This belief reflects the Ozden’s concept [6] that defined digital literacy as
the capacity to process data and to understand the objectives of a digital display. Dewi argued that digital
literacy is the ability to use information technology on digital platforms, including the ability to properly,
appropriately, and meaningfully absorb and create content. Her views are similar to those of Alkalai [4].
Alkalai defined digital literacy as the ability to use software and digital technologies to access what the users
wanted, including cognitive, sociological, motoric and emotional devices. The notion of digital literacy in
educational activities was also acknowledged by all participants.
In this report, all participants suggest that they have committed to integrate technology into
schooling in the 21st century. Nagita thought that technology pushes the learning experience to be more
interesting and lets students meet the goals of learning. Dewi, however, disclosed that technology is like a
double-edged knife. The positive side is that technology brings engaging learning, while the bad side is that
learners are unable to efficiently use technology. In brief, both teachers demonstrate strong views about the
application of classroom technologies. The performance in incorporating technology in the classroom has
been seen to be demonstrated by teachers' optimistic perception of the use of technology [36].
This study revealed the detail of how teachers practiced digital literacy. First, teachers considered
learning objectives as a guide. It was worth noting that it is important to keep learning objectives inside ICT
practice [18]. In introducing digital literacy, Nagita deemed the syllabus to ensure that the learning process
achieves the purpose of the course as stated out in the curriculum. In practicing digital literacy, teachers
should be mindful of their status as the primary role in handling the classroom situation. Dewi stressed that a
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teacher has a major role to play as a teacher planner and coordinator of the classroom. Teachers are able to
successfully learn digital learning by playing these essential tasks. This result is applied to current research,
in which the role of teachers is a key factor in digital and multi-literacy [20].
Secondly, the teachers used multiple literacy. This study showed that digital literacy is not the only
form of literacy used in the EFL classroom. The two teachers used several literacies (visual, textual, and
digital literacy). To demonstrate this, the instructor used power points, film, and songs to teach English.
Conventional teaching methods and unsympathetic pupils triggered the reasoning behind taking advantage of
multiple literacies. On the basis of literature, various literacies cannot be distinguished from digital literacy
[5]. This research finds that teachers have produced meaningful learning to practice digital literacy. Teachers
reflected an apt mindset, that of using technologies to conduct successful and workable education. For
example, Dewi used WhatsApp to share students' assignments because this application was the easiest and
most popular among the students. She found it effective to use this application to assist her teaching. Most of
the previous studies also show that teachers agree that technology constructs an effective learning process
[2]. Overall, teachers believe that technology has the potential to build a capable learning process.
The emergence of technology has motivated students to be versatile in a world with more
opportunities for language learning. Nagita suggested that using music to teach foreign languages could
improve the four language skills; she noted that the method would encompass the four language skills.
Despite this, Dewi claims digital literacy is most important in speaking and listening. She believed
audiovisual methods performed the best with the students. In this report, English language teachers have
effectively used technology to encourage English skills and enjoyed it [2].
3.4. Challenges in implementing digital literacy in EFL learning
The findings of this study showed that the school has a lack of technology sources. The school only
provides computer and projector as digital literacy sources because the school prohibited the use of
smartphones in the learning process. The findings of this study shows that there is a shortage of technology
for the school. The school only has digital reading outlets for computers and projectors since the school
banned the use of smartphones in the learning process. The policy of this school in regard with the use of
smart phones in the classroom was very uch different from what Durriyah and Zuhdi [17] found in their
study. In their study, Duriyah and Zuhdi found that smart phones were allowed and used effectively in the
teaching and learning process. They also observed that powerful multi-applications were used to teach digital
literacy including social networks, Blogs, Skype, and WhatsApp. Durriyah and Zuhdi concluded that, as
students reside in an urban city, the students participating in their research may be viewed as committed users
of social media platforms. Simultaneously, we analyzed how people use new media in suburban areas.
Because of the lack of evidence in this report, it restricts increasing technologies to incorporate in the
classroom. As a result, teachers must come up with creative approaches to teach digital literacy in the EFL
classroom.
Lack of time in employing digital literacy was also found as significant barrier. A teacher is an
extremely stressful career that entails social and classroom accountability [30]. This study showed that aside
from workload, administrative activities require extra effort. Given the difficulty of a suitable subject, the
teacher frequently lacks enough time to produce it. It should also be pointed out that teachers had the ideas,
but they had little time to anticipate all the potential applications of these concepts as learning media. In the
investigation performed by Hosseini [29], it was found that time allocated for infrastructure preparation was
the most important barrier in digital literacy instruction.
Although teachers' activities, school infrastructure, and students' readiness must be addressed, these
considerations must also be combined with one another. However, students in SMP Muhammadiyah 1
Temanggung were not ready yet to utilize technology at any time. Hosseini [29] claimed that improved self-
management skills would make technology more effective for educators. The current study showed that
students require more experience to be able to use technology well. Participants admitted that students lost
interest very easily in studying English. Therefore, teachers rely primarily on classroom management
strategies rather than improve the efficiency of instructional technologies. The discovery is consistent with
previous studies demonstrating that teachers favor the use of modern teaching strategies, such as those
incorporating computers, over using conventional teaching methods. The most daunting part of this topic is
the lack of technical skill of certain students who can't afford technology. As a result, teachers cannot execute
multiple English technology. Different from the research of Durriyah and Zuhdi [17] which finds that
students' high-level of economic background supports and encourages them to experience digital literacy, the
current study showed students’ unreadiness to learn with technology.
Another key problem in adopting digital literacy concerns the lack of adequate infrastructure budget.
To foster digital literacy, schools should have teaching opportunities that improve students' technical
competencies and skills. And as technology progresses, it gets more costly. Despite being the lowest charge,
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student tuition actually prohibits schools from purchasing technology. Alice [9] further raises the idea that
low budget prohibits teachers from using technologies in creative and varied ways.
3.5. Teachers’ strategy to cope with the challenges in implementing digital literacy
Considering the lack of technology, the teacher prepares the learning early. Thus, the teacher can
ensure the presence of technology in the classroom. The teacher schedules the learning early in spite of the
lack of technology. One can do this by using technology in the classroom. This strategy provides similar
results as obtained by Spencer that an essential part of doing first is preparation to create good learning.
In order to conquer the hurdle, it is necessary to prepare well. The strong explanation is that
classroom situations vary with every lesson, so teachers can get new ideas from every lesson. Determining
the benefits and disadvantages of different classroom scenarios, the teacher has been prepared for every
imaginable circumstance. By organizing the contingency, teachers will prevent an unexpected situation from
unfolding in the classroom. This finding aligns with Harmer's [37] suggestion that for teaching to thrive, a
back-up plan is needed.
This study reveals that technology is, as teachers claim, inseparable with the advancement of
learning. The teachers were skilled about teaching EFL by using interactive literacy. Regardless of the minor
forms of technology, the teachers were very excited about how incorporating technology in the learning
process was very important. This paper was able to address the actual practice of digital literacy in suburban
school; however, the case of digital literacy in urban school could not be replied. The question of how digital
literacy was applied in the learning process was addressed by the specifics of how teachers incorporated
technology into digital literacy. This research offered new ideas that were not previously established.
McCord [5] and Alice [9] did not have an in-depth description of how the technologies they used were used
to teach English. This report explores the obstacles that conflict with teachers' efforts to teach digital literacy,
and their methods as to how to surmount the barriers. Thus, this finding can be used as a consideration for the
policy makers to make improvement in term of school technology infrastructure to facilitate learning
engagement.
4. CONCLUSION
Digital literacy is information literacy which needs a cognitive level to access, analyze, and produce
information from digital tools. However, digital literacy implementers (teachers, school and students) were
faced with barriers which hinder the successful implementation of digital literacy. It is difficult to practice
digital literacy successfully if the education system has limited funding capacities and technologies. Among
the barriers in practicing digital literacy, some obstacles were out of the teachers’ authority including the lack
of technologies and funding, teachers’ demanding job and the students’ unreadiness to learn with technology.
These obstacles could only be done by the policy makers (the government and the headmaster) by providing
supporting facilities or designing curriculum for digital literacy. The teachers’ capacity to overcome the
barriers were only preparing the best in teaching digital literacy and preparing back-up plan for unexpected
obstacles occurred in the classroom.
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