1Julius L. Sumile Jr., 2Rochelle A. Lozano
1Southern de Oro Philippines College, Cagayan de Oro City, Philippines
2Southern de Oro Philippines College, Cagayan de Oro City, Philippines
DOI : https://doi.org/10.47191/ijmra/v8-i05-42Google Scholar Download Pdf
ABSTRACT:
The study investigated the extent of usage of the ICT tools in terms of availability and functionality and the digital literacy skills of the teachers among the National High Schools of the Northern Cluster District of the Province of Bukidnon. The tested variables supported the importance of going digitalized in the 21st century given that it is considered as the age of information and digitalization. The study used a descriptive-correlational research design that utilized descriptive and inferential statistics such as Mean and Standard Deviation and also Pearson Product Moment Correlation Coefficient. Results revealed a high availability and moderate functionality of ICT tools. Additionally, respondents' digital literacy skills, including basic digital skills, information literacy skills, and internet literacy skills, are all rated as high. Lastly, the tested relationship between the extent of usage of the ICT tools and the level of digital and information skills showed a week positive significant correlation. Most schools are now provided by the government with ICT tools, in return, the schools need proper maintenance on its functionality to ensure that these tools are not only available but also functional. Moreover, teachers need to upskill and reskill in order to level up with the digital skills of their students.
KEYWORDS:digital skills, ICT tools, information literacy
REFERENCES1) Ainley, J. (2018). Students and their Computer Literacy: Evidence and curriculum implications. In Springer international handbooks of education (pp. 69–88).
2) Ally, M., & Wark, N. (2018). Online Student Use of Mobile Devices for Learning. In World Conference on Mobile and Contextual Learning, 8–13.
3) Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher educators’ use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education, 35(4), 203-220.
4) Baber, H., Fanea-Ivanovici, M., Lee, Y. T., & Tinmaz, H. (2022). A bibliometric analysis of digital literacy research and emerging themes pre-during COVID-19 pandemic. Information and Learning Sciences.
5) Baterna, H., Mina, T. D. G., & Rogayan, D. V., Jr. (2020). Digital literacy of STEM senior high school students: Basis for enhancement program. International Journal of Technology in Education (IJTE), 3(2), 105-117.
6) Biletska, I. O., Paladieva, A. F., Avchinnikova, H. D., & Kazak, Y. Y. (2021). Use of modern technologies by foreign language teachers: developing digital skills. Linguistics and Culture Review, 5(S2), 16–27.
7) Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st-century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356–369.
8) Eravwoke, E. (2021). Psychological Factors, Digital Literacy Skills and Use of Electronic Information Resource by Postgraduate Students of Delta State University, Abraka. Library Philosophy and Practice (e-journal). 6519.
9) Ferrer, J. C. (2021). Problems Met in Lesson Planning by the Pre-Service Teacher. Jurnal Pendidikan Dasar Dan Pembelarajan, 313-329.
10) Gadzama, A. W. (2019). Utilization of ICT and Technology Transfer: A Panacea to Nigeria’s Economic Development. IJESC, 9 (9), 23687-23692.
11) Garrison, D. R. (2018). Designing a Community of Inquiry. Community of Inquiry. http://www.thecommunityofinquiry.org/editorial9
12) Güneş, E., & Bahçivan, E. (2018). A mixed research-based model for pre-service science teachers’ digital literacy: Responses to “which beliefs” and “how and why they interact” questions. Computers and Education, 118(November 2017), 96–106.
13) Habiba, U., & Ahmed, S. Z. (2020). Demographics and perceived computer skill levels as predictors of faculty awareness and use of electronic information resources. Digital Library Perspectives, 36(3), 281–301.
14) Hoogland, K., & Tout, D. (2018). Computer-based assessment of mathematics into the twenty-first century: pressures and tensions. ZDM: The International Journal on Mathematics Education, 50(4), 675–675.
15) Igwe, N. J., Kadiri, G. C., & Ekwueme, J. (2020). Impact of information and communication technology on acquiring the literacy skills outside the classroom among adults in Nsukka Urban. Journal of Language Teaching and Research, 11(6), 881-892.
16) Ishaq, K., Azan, N., Zin, M., Rosdi, F., Abid, A., & Ijaz, M. (2020). The Impact of ICT on Students’ Academic Performance in Public Private Sector Universities of Pakistan. International Journal of Innovative Technology and Exploring Engineering, 9(3), 1117–1121.
17) Jiang, Y., Gong, T., Saldivia, L., Cayton-Hodges, G., & Agard, C. (2021). Using process data to understand problem-solving strategies and processes for drag-and-drop items in a large-scale mathematics assessment. Large- Scale Assessments in Education, 9(1), 1–31.
18) Jin, K., Reichert, F., Cagasan, L. P., de la Torre, J., & Law, N. (2020). Measuring digital literacy across three age cohorts: Exploring test dimensionality and performance differences. Computers & Education, 157(103968).
19) Kalogiannakis, Μ., Ampartzaki, M., Papadakis, St. Skaraki, E. (2018) ‘Teaching natural science concepts to young children with mobile devices and hands- on activities. A case study’, International Journal of Teaching and Case Studies, 9 (2), pp.171–183.
20) Kolog, E. A., Odoi Devine, S. N., Egala, S. B., Amponsah, R., Budu, J., & Farinloye, T. (2022). Rethinking the Implementation of Artificial Intelligence for a Sustainable Education in Africa: Challenges and Solutions. In N. Chemma, M. El Amine Abdelli, A. Awasthi, & E. Mogaji (Eds.), Management and Information Technology in the Digital Era (Advanced Series in Management, Vol. 29), Emerald Publishing Limited, Leeds, pp. 27-46.
21) Kormos, E. (2022). Technology as a Facilitator in the Learning Process in Urban High-Needs Schools: Challenges and Opportunities. Education and Urban Society, 54(2), 146-163.
22) Kumar, T., Malabar, S., Benyo, A., & Amal, B. K. (2021). Analyzing multimedia tools and language teaching. Linguistics and Culture Review, 5 (S1), 331-341.
23) Lamont, E. L. (2021). An investigation into secondary school teachers’ understanding, perception and practice of information literacy and continuous professional development. Reflective Professional, 1.
24) Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79–105.
25) List, A. (2019). Defining digital literacy development: An examination of preservice teachers’ beliefs. Computers & Education, 138, 146-158.
26) Mahdi, R. (2020). Strengthening community economy inclusively through literacy for prosperity. The Journal of Indonesia Sustainable Development Planning, 1(2), 160-176.
27) Marín, V. I. (2022). Student-centred learning in higher education in times of Covid-19: A critical analysis. Studies in Technology Enhanced Learning, 2(2).
28) Marta, L. C. (2019). The Integration of digital devices into learning spaces according to the needs of primary and secondary teachers. Technology Education Management Journal, 8(4), 1351–1358.
29) McGarr, O., & McDonagh, A. (2019). Digital competence in teacher education. Output 1 of the Erasmus+ Funded Developing Student Teachers’ Digital Competence (DICTE) Project.
30) McGrath, K., Moosa, S., Bergen, V. P., & Bhana, D. (2019). The plight of the male
31) teacher: An interdisciplinary and multileveled theoretical framework for researching a shortage of male teachers. The Journal of Men’s Studies, 28, 1-16.
32) Neffati, O. S., Setiawan, R., Jayanthi, P., Vanithamani, S., Sharma, D. K., Regin, R., Mani, D., & Sengan, S. (2021). An educational tool for enhanced mobile e-Learning for technical higher education using mobile devices for augmented reality. Microprocessors and Microsystems, 83, 104030.
33) Perifanou, M., Economides, A. A., & Tzafilkou, K. (2021). Teachers’ Digital Skills Readiness During COVID-19 Pandemic. International Journal of Emerging Technologies in Learning (IJET), 16(08), 238–251.
34) Popham, W. J. (2018). Assessment literacy for educators in a hurry. ASCD.
35) Porlán, I.G., Espinosa, M.P.P., & Sánchez, F.M. (2018). Competencia digital: una necesidad del profesorado universitario en el siglo XXI. RED: Revista de Educación a Distancia, 56, 7.
36) Rajandiran, D. (2021). Singapore’s Teacher Education Model for the 21st Century (TE21). In F. M. Reimers (Ed.), Implementing Deeper Learning and 21st Century Education Reforms: Building an Education Renaissance After a Global Pandemic. Springer International Publishing (pp. 59–77)
37) Ramsetty, A., & Adams, C. (2020). Impact of the digital divide in the age of COVID-19. Journal of the American Medical Informatics Association, 27(7), 1147–1148.
38) Rayendra, N., Abdulhak, I., & Rusman, N. (2020). Assessment of Digital Literacy Competence for Non-Formal Education Study Program students. Proceedings of the 4th International Conference on Learning Innovation and Quality Education.
39) Romanes, R., Joy, M. A., & Veniegas, S. (2018). Differences among generational groups of teachers in a public school district in their practice of 21st century teaching-learning skills. Asian Conference on Education and International Development 2018, 1-10.
40) Sadaf, A., & Gezer, T. (2020). Exploring factors that influence teachers’ intentions to integrate digital literacy using the decomposed theory of planned behaviour. Journal of Digital Learning in Teacher Education, 36(2), 124–145.
41) Samosa, R., Blanquisco, M. J. P., & Mangansat, N. J. (2023). Professional well-being of public-school teachers and their school organizational health: Input for mindfulness-based interventions program. International Journal of Academic Pedagogical Research (IJAPR), 7(5), 1-17.
42) Sánchez-Cruzado, C., Campión, R. S., & Sánchez-Compaña, M. T. (2021). Teacher Digital Literacy: The Indisputable Challenge after COVID-19. Sustainability, 13(4), 1858.
43) Saux, G., & Cevasco, J. (2019). Decoding digital literacy: Developing 21st-century skills for today’s learners. Literacy Today, 10-11.
44) Saxby, D. (2018). Introducing digital skills by collaboration: A new strategy to develop vital digital literacy skills. School Librarian, 66(1), 9-11.
45) Setyawan A, Nur, S, Surtikanti M, Quinones C (2020). Students’ Perception of Online Learning during COVID-19 Pandemic: A Case Study on the English Students of STKIP 124 Pamane Talino: A Case Study on the English Students of STKIP Pamane Talino. SOSHUM: Jurnal Dan Humaniora, 19(2), 225-235.
46) Shatri, Z. G. (2020). Advantages and disadvantages of using information technology in learning process of students. Journal of Turkish Science Education, 17(3), 420–428.
47) Simamora, R. M. (2020). The Challenges of Online Learning during the COVID-19 Pandemic: An Essay Analysis of Performing Arts Education Students. Studies in Learning and Teaching, 1(2), 86-103.
48) Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1).
49) Sun, G. (2022). Application of educational technology in holistic module learning: Citing the practice of Shandong 271 education group as a case study. Science Insights Education Frontiers, 11(1):1499-1507.
50) Tafa, S. K. (2019). Pedagogical approaches to digital literacy in early years education. In The Routledge Handbook of Digital Literacies in Early Childhood. Routledge.
51) Tamur, M., Sennen, E., & Men, F. E. (2018). Konsep dasar matematika berbasis CAS dan DGS (basic mathematical concepts based-on CAS and DGS). STKIP St. Paulus Ruteng.
52) Tapera, M., & Kujeke, C. (2019). Information and communication technology (ICT) challenges in teaching chemistry. A case study of Zimbabwean Polytechnics. International journal of advanced research and innovative ideas in education, 5 (1), 2395- 4396.
53) Tican, C., & Deniz, S. (2019). Pre-service teachers’ opinions about the use of 21st century learner and 21st century teacher skills. European Journal of Educational Research, 8(1), 181–197.
54) Vartanova, Elena & Gladkova, Anna (2019). New forms of the digital divide in Josef Trappel (ed.) Digital media inequalities: Policies against divides, distrust and discrimination, pp. 193-213.
55) Velmurugan, C. (2018). Understanding and Awareness on Electronic Information Resources (EIR) among Students from the School of Social Sciences, Periyar University-A Survey. Specialty Journal of Knowledge Management, 3(3), 1-9.
56) Vodă, A. I., Cautisanu, C., Grădinaru, C., Tănăsescu, C., & de Moraes, G. H. S. M. (2022). Exploring Digital Literacy Skills in Economics and Social Sciences and Humanities Students. Sustainability (Switzerland), 14(5), 1–31.
57) Walters, M.G., Gee, D., & Mohammed, S. (2019). A literature review: Digital citizenship and the elementary educator. International Journal of Technology in Education (IJTE), 2(1), 1-21.
58) Wu, D. (2023). Exploring digital literacy in the era of digital civilization: A framework for college students in China. Information Services & Use, (Preprint), 1-23.
59) Youssef, A. B., Dahmani, M., & Ragni, L. (2022). ICT use, digital skills and Students’ Academic performance: Exploring the Digital Divide. Information, 13(3), 129.
60) Zelada, M., & Izquierdo, N.V. (2018). Competence training in information technology for teachers of the University of Medical Sciences of Havana. Revista Habanera de Ciencias Medicas, 17(5), 778-788.
Volume 08 Issue 05 May 2025
There is an Open Access article, distributed under the term of the Creative Commons Attribution – Non Commercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/), which permits remixing, adapting and building upon the work for non-commercial use, provided the original work is properly cited.
Our Services and Policies
Authors should prepare their manuscripts according to the instructions given in the authors' guidelines. Manuscripts which do not conform to the format and style of the Journal may be returned to the authors for revision or rejected.
The Journal reserves the right to make any further formal changes and language corrections necessary in a manuscript accepted for publication so that it conforms to the formatting requirements of the Journal.
International Journal of Multidisciplinary Research and Analysis will publish 12 monthly online issues per year,IJMRA publishes articles as soon as the final copy-edited version is approved. IJMRA publishes articles and review papers of all subjects area.
Open access is a mechanism by which research outputs are distributed online, Hybrid open access journals, contain a mixture of open access articles and closed access articles.
International Journal of Multidisciplinary Research and Analysis initiate a call for research paper for Volume 08 Issue 06 (June 2025).
PUBLICATION DATES:
1) Last Date of Submission : 26 June 2025.
2) Article published within a week.
3) Submit Article : editor@ijmra.in or Online
Why with us
1 : IJMRA only accepts original and high quality research and technical papers.
2 : Paper will publish immediately in current issue after registration.
3 : Authors can download their full papers at any time with digital certificate.
The Editors reserve the right to reject papers without sending them out for review.
Authors should prepare their manuscripts according to the instructions given in the authors' guidelines. Manuscripts which do not conform to the format and style of the Journal may be returned to the authors for revision or rejected. The Journal reserves the right to make any further formal changes and language corrections necessary in a manuscript accepted for publication so that it conforms to the formatting requirements of the Journal.