Antecedents and consequences of digital literacy in teachers
Subject Areas : Instructional Excellence of management
Farshid Rostamzadeh
1
,
Hannaneh Sadeghi
2
,
Hasan Ghalavand
3
1 - 1 Student of Educational Management, Urumiy Azad University, Urumiy, Iran
2 - Master of Science in Educational Technology, Islamic Azad University, Urumiy Branch, Iran
3 - Department of Educational Management, Faculty of Literature and Humanities, Urumiy University, Urumiy, Iran
Keywords: Antecedents, consequences, digital literacy, professional development, teachers.,
Abstract :
In the present era, rapid technological developments and the expansion of digital tools have led education and training to a fundamental transformation, and one of the most important key concepts that has attracted the attention of researchers and educational policymakers in this field is the digital literacy of teachers. Digital literacy is the ability to use new technologies for teachers to move in a principled and confident manner in the online world, which is a multidimensional concept that includes critical understanding, media literacy, computational thinking, digital ethics, and the ability to apply technology in the teaching-learning process. Given the vital role of teachers in the educational system, a detailed examination of the antecedents of digital literacy (basic computer literacy, understanding of Internet networks, and production of multimedia content) and the consequences of digital literacy (improving students' academic performance, teachers' professional development, and usability) from an educational, psychological, and organizational perspective is a scientific and practical necessity. From antecedents perspective, several factors can affect the level and quality of teachers' digital literacy. At the individual level, variables such as age, gender, professional experience, level of education, attitude towards technology, and intrinsic motivation are considered to be among the most important factors. Self-efficacy in using educational technologies is also considered a determining factor in the extent to which teachers use technology. At the organizational level, institutional supports such as holding educational workshops, technology-oriented policies, technical support, school culture, and technological leadership of school administrators play an effective role in strengthening teachers' digital literacy. Also, access to appropriate technological infrastructure, digital educational resources, and online learning spaces are also considered facilitating factors. In the socio-cultural dimension, cultural norms, social perception of technology, and public discourse around digital literacy can affect teachers' technological attitudes and behaviors. On the other hand, the consequences of teachers' digital literacy include a wide range of individual, educational, and organizational consequences. At the individual level, digital literacy increases professional self-confidence, enhances job satisfaction, reduces technology anxiety, and enhances teachers’ professional identity. At the educational level, teachers’ ability to utilize new educational technologies can enrich the teaching process, diversify teaching methods, increase learner motivation and engagement, and personalize learning. This will ultimately have an impact on increasing the quality of teaching, deeper learning, improving students’ academic performance, and developing 21st century skills. On the other hand, digital literacy of teachers facilitates a culture of lifelong learning, continuous professional updating, and the development of teachers’ digital competencies. At the organizational level, improving teachers' digital literacy can lead to school transformation, increase educational productivity, promote technology-enabled learning, enhance interactions between teachers, and improve educational assessment and management processes. In addition, schools with highly digitally literate teachers have increased educational flexibility, the ability to adapt to blended and virtual learning, and resilience to crises such as pandemics (such as COVID-19). However, challenges such as the digital divide, cultural resistance, lack of resources, and inequality of opportunities continue to be obstacles to the full realization of digital literacy potential. From a theoretical perspective, this issue lies at the intersection of various theories; including the transformative learning theory (Misiro), the self-efficacy theory (Bandura), the technology acceptance model (Davis), and the TPACK framework that combine technological, content, and pedagogical dimensions. These frameworks can be very useful in analyzing and interpreting the antecedents and consequences of digital literacy. Also, numerous domestic and foreign empirical studies have supported the key role of digital literacy in improving teachers' educational performance, facilitating learners' learning, and promoting educational equity. Therefore, the purpose of the present study is to examine the antecedents and consequences of teachers' digital literacy with a focus on improving The purpose of this study is to assess students' academic performance, examine the applicability of digital skills in educational environments, and promote the professional development of elementary school teachers in District 1 of Urmia City in the academic year 1403-1404. From a methodological perspective, the present study is an applied research in terms of purpose and nature, the main paradigm of the study is positivist, and in terms of strategy and implementation path, as well as in terms of data search, it is a quantitative research of the type of correlation matrix and structural equation model. The statistical population of the study is all elementary school teachers in Urmia city (900 people). The random-stratified sampling method is that 269 people were selected as the sample size through the Morgan table. The research tool was three questionnaires, including the standard digital literacy questionnaire, the researcher-made questionnaire of digital literacy antecedents, and the standard questionnaire of digital literacy consequences, whose reliability was obtained using Cronbach's alpha as 0.79, 0.87, and 0.89, respectively. Data were analyzed using Pearson correlation coefficient tests and structural equation modeling using SPSS 28 and SmartPLS 3 software. Findings: The research findings showed that the antecedents of digital literacy have a positive and significant relationship with the level of digital literacy of teachers, meaning that the higher the digital literacy of teachers, the better their knowledge of how to use computers, internet networks, and produce electronic content. Also, the consequences of digital literacy have a positive and significant relationship with the level of digital literacy of teachers. This means that the higher the digital literacy of teachers, the better the academic performance of students and their applicability, and the better the professional development of teachers. Conclusion: Considering the antecedents and consequences of digital literacy, it can be concluded that digital literacy enables teachers to adapt to changes in society and students' needs, to develop in their profession, and to effectively, creatively, and responsibly use diverse and new resources and tools for content delivery, interaction, assessment, and support in order to improve students' academic performance and social life skills and promote digital citizenship skills by teaching in an attractive and flexible environment. In summary, a systematic review of the antecedents and consequences of digital literacy in teachers can help policymakers, school administrators, curriculum designers, and professional developers to design and implement targeted, sustainable, and effective educational interventions to promote these vital skills among teachers.
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