Exploring the Digital Literacy Levels of Junior High School Indonesian Language Teachers: A DigCompEdu Perspective DOI Open Access

Gusti Putu Arya Arimbawa,

I Made Indra Adhi Wikanta,

Iman Sumarno

и другие.

Jurnal Edutech Undiksha, Год журнала: 2024, Номер 12(2), С. 322 - 333

Опубликована: Дек. 25, 2024

The advancement of digital technology requires educators to possess adequate literacy effectively integrate into the teaching and learning process. However, among subject teachers varies widely special attention, especially in maximizing use support educational practices. This study aims provide an overview levels Indonesian language at junior high school level. research employed a qualitative method with online survey involving 72 teachers, selected through cluster-quota sampling technique. instrument was questionnaire adapted from DigCompEdu model, comprising 22 core statements 13 additional questions explore sample’s characteristics environment. Data were analyzed by comparing percentage scores each aspect within model. results showed that most reached B1: Integrator level literacy, reflecting their ability teaching. Teachers predominantly used technologies such as presentation media when subjects. also identified several areas for improvement, including reflective practice, resource selection, teaching, evidence analysis, differentiation personalization, communication skills. concludes emphasizing importance continuous development enable maximize potential education.

Язык: Английский

Unravelling the dynamics of technology integration in mathematics education: A structural equation modelling analysis of TPACK components DOI Creative Commons
Mao Li, Bingqing Li

Education and Information Technologies, Год журнала: 2024, Номер 29(17), С. 23687 - 23715

Опубликована: Май 30, 2024

Abstract This quantitative study examined the dynamics of Technological Pedagogical Content Knowledge (TPACK) framework within mathematics education, centring on role Contextual (XK). The research, conducted with middle school teachers in Chongqing, China, employed structural equation modelling (SEM) to explore relationships between various TPACK components. establishes discriminant validity and demonstrates an excellent fit for SEM model. Notably, it uncovers significant correlations framework, a special emphasis influence XK. findings indicate that XK, conjunction (PK), (PCK), (TCK), considerably impacts overall construct. research highlights critical XK key components, such as (TPK), PCK, itself. These results underline importance integrating professional development programs focused TPACK, accentuating its vital effectively technology education. significantly contributes academic understanding TPACK’s complex dynamics. It provides essential insights enhancing integration offering valuable guidance educational practitioners policymakers.

Язык: Английский

Процитировано

5
AI utilization in primary mathematics education: a case study from a southwestern Chinese city DOI Creative Commons
Mao Li, Elham Manzari

Education and Information Technologies, Год журнала: 2025, Номер unknown

Опубликована: Янв. 6, 2025

Язык: Английский

Процитировано

0
Literacy skills through the use of digital STEAM-inquiry learning modules: A comparative study of urban and rural elementary schools in Indonesia DOI
Agus Susanta, Edi Susanto, Rusnilawati Rusnilawati

и другие.

Eurasia Journal of Mathematics Science and Technology Education, Год журнала: 2025, Номер 21(4), С. em2615 - em2615

Опубликована: Март 17, 2025

Mathematical literacy is very important for students, especially in solving mathematical problems related to everyday life. It at the elementary school level because it basis abilities next level. In reality, current learning schools not optimally focused on increasing literacy. This research aims analyze differences students’ based approach (digital STEAM-inquiry [digital STEAMIL] module vs. conventional), geography (urban rural), gender (male female), and internet access. The conducted was a quasi-experiment with nonequivalent posttest-only group design. subjects this study were students urban (N = 77) rural areas 65). Data collected through technical tests (mathematical post-test). Research data analysis used inferential statistics, ANOVA post-hoc test (LSD). results of showed that 95% confidence level, there difference between use digital STEAMIL conventional. There are demographics, where skills better than after module. However, no female) abilities. intensity access influences using module, who frequently tend have higher

Язык: Английский

Процитировано

0
Integrating Artificial Intelligence in Primary Mathematics Education: Investigating Internal and External Influences on Teacher Adoption DOI Creative Commons
Mao Li

International Journal of Science and Mathematics Education, Год журнала: 2024, Номер unknown

Опубликована: Окт. 24, 2024

Abstract This study presents an in-depth analysis of the factors influencing adoption and utilisation Artificial Intelligence (AI) in primary mathematics education. Employing a quantitative research design, integrates Technology Acceptance Model (TAM) Technological Pedagogical Content Knowledge (TPACK) with empirical data collected from teachers China. The utilises Partial Least Squares Structural Equation Modelling (PLS-SEM) to explore relationships among key constructs, including teacher attitudes, contextual factors, educational challenges, parental community involvement. findings reveal that attitudes play critical role AI adoption. extends existing literature by focusing on education, highlighting need for targeted professional development initiatives foster positive enhance proficiency technologies. Additionally, underscores significance TPACK its equipping knowledge required effectively integrating into Moreover, explores complex dynamics challenges integration, emphasising systemic approaches include policy changes institutional support. nuanced influence utilisation, particularly through indirect pathways, involvement are also examined, offering new insights multifaceted nature technology settings. It contributes valuable academic discourse integration education offers practical implications educators, policymakers, stakeholders.

Язык: Английский

Процитировано

0
Gender and regional differences in technological pedagogical readiness among primary mathematics teachers in post-pandemic China DOI
Hongming Fan, Mao Li

Education and Information Technologies, Год журнала: 2024, Номер unknown

Опубликована: Дек. 17, 2024

Язык: Английский

Процитировано

0
A slightly digital learning environment in the hands of a rural teacher: modern-day teaching and its impact on student engagement and subject learning outcomes DOI
Guangyun Zhang

Education and Information Technologies, Год журнала: 2024, Номер unknown

Опубликована: Окт. 18, 2024

Язык: Английский

Процитировано

0
Educational Digital Divide: Investigating Teachers'Digital Teaching Competence in Digital Transformation of Education DOI
Mei‐Jiao Han,

Rui Jiang,

Jon‐Chao Hong

и другие.

Опубликована: Сен. 18, 2024

Язык: Английский

Процитировано

0
Exploring the Digital Literacy Levels of Junior High School Indonesian Language Teachers: A DigCompEdu Perspective DOI Open Access

Gusti Putu Arya Arimbawa,

I Made Indra Adhi Wikanta,

Iman Sumarno

и другие.

Jurnal Edutech Undiksha, Год журнала: 2024, Номер 12(2), С. 322 - 333

Опубликована: Дек. 25, 2024

The advancement of digital technology requires educators to possess adequate literacy effectively integrate into the teaching and learning process. However, among subject teachers varies widely special attention, especially in maximizing use support educational practices. This study aims provide an overview levels Indonesian language at junior high school level. research employed a qualitative method with online survey involving 72 teachers, selected through cluster-quota sampling technique. instrument was questionnaire adapted from DigCompEdu model, comprising 22 core statements 13 additional questions explore sample’s characteristics environment. Data were analyzed by comparing percentage scores each aspect within model. results showed that most reached B1: Integrator level literacy, reflecting their ability teaching. Teachers predominantly used technologies such as presentation media when subjects. also identified several areas for improvement, including reflective practice, resource selection, teaching, evidence analysis, differentiation personalization, communication skills. concludes emphasizing importance continuous development enable maximize potential education.

Язык: Английский

Процитировано

0