Indrani Kalita*
Tarali Pathak
Sonmoni Roy,
Digital literacy is one of the most talked topics of the present time. The concept of digital literacy has evolved with the time as the evolution of technology. Digital literacy means the ability of an individual to search, evaluate and communicate on various digital platforms. The American Library Association (ALA) defines digital literacy as "the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills." While digital literacy initially focused on digital skills and stand-alone computers, the advent of the internet and use of social media, has resulted in the shift in some of its focus to mobile devices. The concept of digital literacy can be traced back to 1960s but the term has been evolved with the advent of the technological development. Earlier it was defined as visual literacy as literacy meant seeing, interpreting and communicating (Lankshear & Knobel, 2008). Then it evolved as ‘technological litercay’, ‘ICT literacy’ and ‘Computer Literacy’. But with the growing use of digital technologies it embraces many technologies which calls for new and broader term and hence the term ‘Digital literacy’ was being used. The European Commission defined digital literacy as the ability to use ICT and the Internet for creativity, innovation and entrepreneurship and acquiring the skills and knowledge necessary to live in the 21st Century (Martin & Grudziecki, 2015). Tabusum et al. (2014) defined digital literacy as the ability to locate, organize, understand, evaluate, and analyze information using digital technology. He states that it is not just being computer literate but using digital technologies to communicate information using digital platforms. Walton (2016) in his article titled “Digital Literacy: Establishing the Boundaries and Identifying the Partners” has coined the definition of digital literacy as: the ability to find, evaluate, utilize, share, and create content using information technologies and the Internet. Walton (2016) in his article titled “Digital Literacy: Establishing the Boundaries and Identifying the Partners” has coined the definition of digital literacy as: the ability to find, evaluate, utilize, share, and create content using information technologies and the Internet.
REVIEW OF RELATED LITERATURE:
Different studies have been done on the digital literacy and its effectiveness . Cuffe(2002) studied on how Australian law students successfully utilise digital resources but could not effectively as they could not develop their ability to transfer skills in different situations. Ahmed(2009) also found that poor digital literacy of the students can be hindrance in using e-resources among the students of Makerere University. Similar finding was reflected in Ossai ‘s(2011) study where it was found that law students of University of Benin had difficulty in finding and locating the suitable information due to poor digital skill. Various studies were done on the gender differences and use of the digital literacy. Tabusum ,Shabana. S.Z. et al. (2014) in found that most of the male students obtained computer knowledge through self learning whereas majority of female students obtained computer knowledge from colleges in her study on digital Literacy Awareness among Arts and Science College Students in Tiruvallur District. The role of teachers in using digital literacy is undeniable. But the teachers who are not digitally literate prefer not to use the technology in the classroom. In this connection Jukes and Dosaj (2006) found that digital immigrant teachers prefer a slow and controlled release of information, whereas Digital native students, on the other hand, prefer multimedia, parallel processing and multitasking, pictures and video before text, immediate relevance, and instant gratification. Mothkoor, Venugopal; Mumtaz, Fatima (2021) Using 2017-18 National Sample Survey data, Mumtaz and Mothkoor highlight variations in digital literacy across states and union territories of the country, and discuss government efforts in this covid pandemic situation and found that Goa and Kerala are the only states that have achieved more than 70% digital literacy at the household level and this is due to the various initiatives undertaken by the state governments over the years. Digital literacy is not a choice now, it is a necessary skill that has to be possessed by the teachers and students of the present time. Though the concept of digital literacy is not new, yet it has new implication in the our country in the present situation where teaching learning through digital plat form has become necessity. Very few studies have been done in this area in our country and no study has been done in Assam. Most of the studies have been done either on the teachers or on the students or the effectiveness of the training programmes on digital literacy. So it is necessary to study perspectives of both teachers and students on digital literacy at this crucial time.
The study has been intended to study the digital literacy among the teachers and students of secondary level and its effect on online learning. There are many questions in consideration while preparing the proposal of the study.
Research Questions:
- Are our teacher and students competent enough to teach through digital platforms?
- To what extent or level they are skilled to use digital platforms fro teaching and learning?
- How teachers and students are using digital platforms?
- What kind of issues they are dealing in the sudden shift of the teaching process?
- What are the expectations of teachers and students in online learning mode?
And based on the research questions certain objectives has been formulated for the proposed study
- To find out the perceptions of teachers towards using digital technology in the teaching learning process
- To study to what extent the teachers and students have digital literacy.
- To find out the impact of using digital technology in teaching learning process among the students and teachers
- To know the expectations of students in the online teaching learning mode
METHODOLOGY:
In the present study mixed methodology approach has been used. A self structured questionnaire was administered among the teachers and students to see their perception towards the digital use and their extent of digital competence. A sample of 100 teachers and 100 students were selected randomly from 10 Secondary schools of Kamrup district Assam. Focus group discussion was also conducted on two groups of teachers, 5 teachers in each group and two focus groups of 10 students in each group to understand their confidence in using the digital technology.
Analysis and Interpretation:
Objective 1: To find out the perceptions of teachers towards using digital technology in the teaching learning process
|
Sl No |
Statements |
Yes |
Neutral |
No |
|
1 |
Digital technology enhances teaching learning process |
46 |
17 |
37 |
|
2 |
Used digital technology in teaching |
23 |
5 |
72 |
|
3 |
Using technology makes teaching more efficient |
56 |
14 |
30 |
|
4 |
Notice positive impact of using technology in classroom |
14 |
76 |
10 |
|
5 |
Feel confident to integrate technology in teaching |
26 |
29 |
45 |
|
6 |
Encountered challenges when incorporating digital technology in teaching methods |
46 |
35 |
19 |
|
7 |
Students are more engaged when digital technology used in classroom |
23 |
38 |
39 |
|
8 |
Received training or support to effectively utilise digital technology in teaching |
13 |
14 |
73 |
Table:1 Perception of teachers towards using digital technology
From the table 1 it can be inferred that 46% teachers believed that digital technology enhances the teaching learning process. 37% teachers replied that it does not enhance the teaching learning process. They believed that the traditional method of teaching is better than using technology in the class as it creates distractions. 72% teachers replied that they have not used technology in the teaching learning process. While interviewing most teachers replied that they want to use the technology in the classroom but they cannot use it due to the infrastructural shortages in the institutes. 56% teachers have the opinion that using digital technology makes the teaching more efficient. 76% teachers were neutral when they asked if they have witnessed any positive impact on the students after using digital technology. For which the main reason is that most of them have not applied or do not have the opportunity to apply digital technology in the class.Only 26% teachers replied that they have the confidence to use digital technology in the class. 23% teachers answer that students are more engaged when they use digital technology in the class. 73% teachers replied that they have not received any training to use technology in the class. 55% teachers believed that using digital technology caters to the diversified learning styles of the students.
Objective 2: To study to what extent the teachers and students have digital literacy.
|
|
Mean |
Sd |
Low Extent |
Moderate Extent |
High Extent |
|
Level of Digital literacy |
29.61 |
2.417 |
46% |
23% |
31% |
Table 2: Extent of digital literacy of teachers
To analyse the extent of digital literacy of teachers mean scores and standard deviation has been calculated.Thereafter, three criterion groups as Low extent, Moderate extent, High extent groups are identified separately. The investigator has preferred the procedure of +sd from the mean. Respondents who scored below-1sd from mean are assigned to the Low extent Group, who scored above +lsd from the mean are placed in the High extent Group, whereas those scoring within + lsd are placed in Moderate extent Group. From the table 2 it can be inferred that 46% teachers fall into the category of low extent of digital literacy. 23% teachers percent belongs to the moderate level and 31% teachers falls to high extent of digital literacy.
|
|
Mean |
Sd |
Low Extent |
Moderate Extent |
High Extent |
|
Level of Digital literacy |
32.15 |
2.471 |
32% |
45% |
23% |
Table 3: Extent of digital literacy of students
To analyse the extent of digital literacy of students mean scores and standard deviation has been calculated. From the table 3 it can be inferred that 46% students fall into the category of low extent of digital literacy. 23% students percent belongs to the moderate level and 31% students falls to high extent of digital literacy.
Objective 3: To know the expectations of students in the online teaching learning mode Are you satisfied with the current pace of online classes?
|
Sl No |
Statements |
Yes |
Neutral |
No |
|
1 |
Find online lectures engaging |
28 |
31 |
41 |
|
2 |
Able to understand the concepts taught in online classes |
53 |
15 |
32 |
|
3 |
Feel supported by teachers in the online learning environment |
72 |
13 |
15 |
|
4 |
Online assessments and assignments helps to grasp the subject matter effectively |
19 |
20 |
61 |
|
5 |
Have access to the necessary resources for online learning |
59 |
3 |
44 |
|
6 |
Comfortable expressing doubts and concerns in online classes |
24 |
10 |
75 |
|
7 |
able to maintain focus during online lectures |
56 |
4 |
40 |
|
8 |
Your learning needs are being adequately addressed in online format |
68 |
18 |
14 |
|
9 |
Satisfied with the communication channels between you and your teachers in online classes |
50 |
6 |
44 |
Table 4: Showing the percentage of responses regarding the expectations of students in the online teaching learning mode
Analysis: From the table it can be revealed that 28 % students find online lectures engaging enough on the other hand 41% students find it not engaging. 53% students said that they are able to understand the concepts taught in online classes and 32 % responded negatively. 72% students said that they felt supported by their teachers in the online learning environment. Only 19% students opined that the online assignments and assessments helping them to grasp the subject matter effectively and 61% gave negative responses.In access to the necessary resources for online learning 59% students responded positively and 44% responded negatively. 75% students said that they did not feel comfortable expressing their doubts and concerns in online classes. Only 24% said as comfortable in expressing doubts and concerns in online classes. 56% students said that they were able to maintain focus during online lectures and other 40% responded negatively.68% students felt that their learning needs are being adequately addressed in the online format only 14% responded negatively.In case of satisfaction with the communication channels between the students and their teachers in online classes 56% students responded positively and 44% responded negatively.
Objective 4: To find out the confidence about digital literacy among students and teachers.
For this objective 4 focus group discussions with teachers and students from various secondary school was conducted. Two groups of teachers consisting 5 teachers each and two groups of students consisting 10 students in each group was formed.The data collected were analysed using thematic analysis to identify recurring patterns and themes related to technical, pedagogical, and content confidence.
TECHNICAL CONFIDENCE
Availability of technological resources significantly impacts teachers' confidence. Schools with better infrastructure and technical support enable teachers to feel more competent in using digital tools. The study finds that the range of technical capabilities exhibited by teachers is extremely low. Some teachers have little trouble using digital tools and platforms, while others have trouble with even the most basic features. Most teachers who have used technology in the past and who actively look for possibilities for professional growth have high levels of technical confidence. When asked to use new technology, teachers who are older or have less access to training frequently exhibit dissatisfaction and anxiety. The confidence of teachers is greatly impacted by the availability of technology resources. Teachers feel more comfortable utilising digital technologies in their classrooms when there is improved infrastructure and technical support.Teachers from some urban schools with advanced ICT facilities reported feeling empowered and innovative in their teaching methods. Students proved greater technical confidence, while having generally more tech-savvy. But there were differences between students who had easy access to technology and those who didn't. The reason Students from homes with access to technology easily adjust to virtual learning environments.Lack of devices and internet access are among many challenges faced by students from low-income families, which affects their confidence in their technical skills. Many students rely on peer support and self-directed learning to navigate technical challenges.
PEDAGOGICAL CONFIDENCE
Teachers' confidence in their pedagogical approaches varies based on their ability to adapt traditional methods to online formats. Teachers who integrate multimedia resources, interactive platforms, and collaborative tools felt more confident in engaging students. Most of the teachers found it challenging to move away from conventional teaching methods, leading to lower pedagogical confidence. All the teachers opined that continuous professional development and training in digital pedagogy enhance teachers' confidence. A teacher who attended regular workshops on digital teaching strategies reported a significant increase in their pedagogical confidence. Students' confidence in their learning process is influenced by the pedagogical approaches employed by teachers. Students responded positively to interactive and participatory learning methods, which boost their confidence. All the students said that traditional lecture-based online sessions tend to disengage students, reducing their confidence in learning. Most of the students said that regular and constructive feedback from teachers enhances students' pedagogical confidence.
CONTENT CONFIDENCE
Teachers' confidence in delivering content online was found very poor. Teachers who utilized diverse digital content (videos, simulations, interactive quizzes) felt more confident but it was very less in number. Those who relied solely on text-based materials experience lower content confidence.Teachers' content confidence varies across subjects, with STEM subjects often posing greater challenges due to the need for practical demonstration.A science teacher highlighted difficulties in conducting virtual experiments, affecting their confidence in delivering content effectively. Students' confidence was influenced by the accessibility and clarity of the content provided online. Students felt more confident when the content is well-structured and easy to navigate. Supplementary materials, such as recorded lectures and downloadable notes, enhanced students' content confidence. A student praised the availability of recorded sessions, which allowed them to review and understand the content at their own pace.
The study highlights the critical role of technical, pedagogical, and content confidence in shaping the digital literacy and online learning experiences of secondary-level teachers and students. While significant strides have been made, addressing disparities in access to technology, providing continuous professional development, and adopting innovative pedagogical approaches are essential for fostering a confident and effective online learning environment.
CONCLUSION
Although secondary school teachers and students in Kamrup Metro District acknowledge the value of digital literacy, the present study shows that their actual proficiency and confidence in utilizing digital technology are still at a moderate to low level. Because of inadequate technical support, a lack of formal training, and limited infrastructure, most teachers continue to use traditional methods. Due to their lack of experience with gadgets and digital platforms, many educators perceive technology integration as difficult and time-consuming. Similar challenges include erratic internet connectivity, limited access to devices, and few opportunities for interactive online engagement, although students are generally more self-assured than teachers. The findings further indicated that, when used appropriately, digital technology is seen by both educators and learners as a useful instrument for improving instruction and learning. Yet, they are unable to fully benefit from it due to a lack of digital literacy. In addition to having little experience with ICT-based training, teachers' lack of technical and pedagogical confidence limits their capacity to design engaging and creative online learning environments. In contrast, students frequently struggle to stay focused, voice their doubts, and engage fully in online learning environments. Therefore, digital literacy in education must include the capacity to critically assess, produce, and responsibly communicate information in digital environments; it cannot be limited to simply knowing how to use devices. According to the study, digital literacy is an essential requirement for education in the twenty-first century rather than a luxury. Digital literacy must be incorporated into regular school curricula and teacher training programs in order to prepare educators and students for upcoming changes in education.
SUGGESTIONS:
After the study the researchers put forwarded the following suggestions for development of digital literacy which is the need of the hour as per focus of NEP 2020:
- Comprehensive Digital Literacy Training: To improve teachers' technical, pedagogical, and content delivery abilities using digital platforms, regular, structured training programs should be set up. This can involve practical workshops on managing online courses, producing digital content, and utilizing ICT tools.
- Curriculum Integration: To foster students' digital competency from an early age, digital literacy should be incorporated into the curriculum. ICT-based learning activities ought to be incorporated into various subjects by curriculum designers.
- Infrastructure Development: To enable seamless technology-based learning, schools need to have enough digital devices, dependable internet access, and technical support personnel.
- Continuous Professional development: Teachers should be encouraged to take part in continuing professional development (CPD) programs that emphasize innovative teaching techniques, digital pedagogy, and e-assessment tools.
- Digital Awareness Campaigns: Teachers, students, and parents should all be educated about the safe, moral, and efficient use of social media and digital resources.
- Policy-Level Assistance: To guarantee fair access to technology and close the digital divide between urban and rural institutions, government agencies and educational authorities should develop particular policies.
- Promoting Collaborative Learning: Peer mentoring programs, in which teachers or students with advanced digital skills help others become more proficient in the medium, can be implemented in schools.
Mechanisms for Evaluation and Feedback: To identify skill gaps and create focused improvement plans, institutions should routinely evaluate students' and teachers' levels of digital literacy and gather feedback.
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10.5281/zenodo.20269705