SMART SOCIETY 5.0: THE DIGITAL LITERACY READINESS OF THE ENGLISH TEACHERS

Anak Agung Putri Maharani, Ni Made Wersi Murtini, Anak Agung Putu Arsana
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Abstract

Along with the rapid development of technology integrated within English language teaching, English teachers are necessitated to be digitally literate. In the attempt to be digitally literate, they need to acquire technical and pedagogical skills representing their readiness to integrate digital technology efficiently and effectively into the teaching learning process. This study, therefore, aimed at determining the digital literacy readiness level of the English teachers, to discover the differences between male and female English teachers’ digital literacy readiness and to probe the factors that affect the English teachers’ digital literacy readiness. The respondents were 33 English teachers currently working both in public and private high schools in Denpasar, Bali. Then, to address the issue, a mixed-method design was used. A questionnaire, an interview, and a focus group discussion were all conducted. Descriptive statistical analysis was used to examine the collected quantitative data; meanwhile, the qualitative analysis, encompassing data collection, data reduction, data presentation, and conclusion, was used to assess the collected qualitative data. It was found that the digital literacy readiness level of the English teachers was adequate. Specifically, based on gender, male and female English teachers were different in their readiness. They also identified 2 major factors affecting their digital literacy readiness.   
智慧社会5.0:英语教师的数字素养准备
随着技术在英语教学中的快速发展,英语教师必须具备数字素养。在尝试数字素养的过程中,他们需要获得技术和教学技能,这表明他们准备将数字技术有效地融入教学过程。因此,本研究旨在确定英语教师的数字素养准备水平,发现男女英语教师数字素养准备的差异,并探讨影响英语教师数字素质准备的因素。受访者是33名英语教师,目前在巴厘岛登巴萨的公立和私立高中工作。然后,为了解决这个问题,使用了混合方法设计。进行了问卷调查、访谈和焦点小组讨论。描述性统计分析用于检查收集的定量数据;同时,采用定性分析法,包括数据收集、数据约简、数据表示和结论,对收集到的定性数据进行评估。研究发现,英语教师的数字素养准备水平是足够的。具体而言,根据性别,男性和女性英语教师的准备程度不同。他们还确定了影响他们数字素养准备的两个主要因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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