SECONDARY SCHOOL TEACHERS' DIGITAL LITERACY AND USE OF ICT IN TEACHING AND LEARNING
Authors/Creators
- 1. Associate Professor and Research Guide , St. Ann's College of Education (Autonomous), Mangalore, Karnataka
- 2. Research Scholar, St. Ann's College of Education (Autonomous), Mangalore, Karnataka
Description
The rapid growth in the field of Information, Communication and Technology (ICT) in the past decade has highly influenced the teaching-learning process in Secondary Schools. In addition, student life too now-a-days is incomplete without technology around them. Be it in urban or rural parts of India, learning is no more time-bound and place-bound both for teachers and students in the presence of digital devices and internet. However, the challenge of today’s educators is to exploit such intimacy of students with technology devices to develop constructive learning in students. For successful integration of ICT in secondary schools, the need for teachers themselves to be digitally literate is imperative. With this focus, the present study aimed to find the Digital Literacy level of teachers and the use of ICT by teachers in teaching-learning process among Secondary Schools in Mangaluru Taluk. Besides comparing the Digital Literacy of teachers and ICT use in teaching-learning among Urban and Rural schools of Mangaluru Taluk, the study also aimed to find relationship between the two variables. Two questionnaires namely, Digital Literacy Inventory and ICT Use in Teaching-Learning were administered to in-service secondary school teachers teaching Karnataka State Syllabus in various schools of Mangaluru Taluk. The findings revealed that the Digital literacy level of Secondary School teachers as well as the extent to which ICT is used by teachers in Secondary Schools is average. There is no significant difference between both Digital Literacy and ICT use of teachers in rural and urban schools. Also, there exists positive relationship between Digital Literacy and ICT use of teachers. Findings provide vital information on present status of Digital Literacy and ICT use of teachers. Further, paper provides educational implications which assists in undertaking suitable initiative to further enhance ICT infusion into teaching-learning in more innovative ways.
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References
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