INFLUENCE OF DIGITAL LITERACY AND COMPETENCE OF TEACHERS ON TECHNOLOGY INTEGRATION IN THE CLASSROOM

Education

This study aimed to determine the indicator of digital literacy and competence that significantly predicts the technology integration of teachers at Bunawan District Elementary Schools in Agusan del Sur. The research employed a quantitative descriptive-correlational research design, utilizing a survey questionnaire as the primary data-gathering tool. The respondents were the 108 teachers across five responding schools, who were selected using universal sampling technique. The data collected were analyzed using statistical methods such as mean, pearson r, and multiple regression analysis. The results showed that digital literacy, digital competence, and technology integration were generally perceived at high levels. Moreover, only digital competence has a significant relationship with technology integration of the teachers. Furthermore, the dimension of digital literacy namely, content creation and management significantly predict the technology integration. Meanwhile, the dimensions of digital competence namely, search find, access; collaborate, communicate, share; store, manage, delete; evaluate; and protect were also significant predictors of technology integration. These results highlight the essential role of competence and literacy of teachers on the use of digital tools in fostering a smooth utilization and integration of today’s digital classrooms.

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