A STUDY OF DIGITAL LITERACY OF STUDENT TEACHERS IN EDUCATION COLLEGES
Abstract
- The main objective of this study is to study digital literacy of student teachers in Education Colleges. Quantitative and qualitative methods were used in this study. The questionnaire included the demographic information, digital literacy knowledge and digital literacy practices. The reliability coefficient (Cronbach’s alpha) of student teachers’ digital literacy practices was 0.91. Non - Proportional or Equal-sized Stratified sampling was used to analyze the collect data of 320 student teachers from Mawlamyine Education College and Yankin Education College. In qualitative study, interview was conducted. Out of 320, 12 student teachers were selected as participants in qualitative study. The Statistical Package for Social Science (SPSS) software version 22 was used to analyze the collected data. Item Percent Correct (IPC), Descriptive statistics, Independent Sample t Test, One-Way ANOVA and Pearson correlation were used to analyze the data in this study. The levels of digital literacy knowledge of student teachers were found to be at satisfactory. The levels of practices of student teachers’ digital literacy was also found to be at satisfactory (Mean= 2.9, SD=0.63). There were statistically significant differences in digital literacy knowledge of student teachers grouped by college, year of study and specialization. Similarly, significant differences were found in student teachers’ digital literacy practices in grouped by gender, training and specialization. Pearson correlation was found that student teachers’ digital literacy knowledge positively and weakly correlated with digital literacy practices. Qualitative study suggested that student teachers need to do practice their presentations and assignments by using PowerPoint application, communicate other people by using digital tools and know about E-safety.
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Year
- 2021
Author
-
Aye Su Su Htwe
Subject
- Educational Theory
Publisher
- Myanmar Academy of Arts and Science (MAAS)