Teachers’ digital literacy of different teaching career phases at Muhammadiyah High Schools in Yogyakarta, Indonesia
Keywords:
Digital Literacy, English Teachers, TPACK, Career PhasesAbstract
Mastering English will give students added value in getting more job choices, increasing the payment rate and scholarship opportunities, and opening the window to a new world and knowledge. The Indonesian Government makes English compulsory in high school because of its importance. Therefore, English teachers must keep abreast of the fast-changing world's challenges, especially in integrating technology into teaching and learning. This matter is more evident in this pandemic, where learning has moved to online or hybrid. It is essential to know the ICT skills of English teachers to figure out their ICT literacy level and to what extent they integrate technology in their teaching-learning process. This study will use phenomenology in qualitative methodology to understand the phenomenon. The participants are the English teachers at Muhammadiyah High School in Yogyakarta. They are categorized by age and length of service to determine each group's characteristics. The data collection used in-depth and semi-structured interviews to dig into the participants' perspectives. The transcribed data were then analyzed using coding with the help of NVIVO qualitative data analysis. The result expected from this study is the description of the knowledge, experience, and digital literacy among the English teachers at Muhammadiyah High School in Yogyakarta, at different age groups and teaching experience, to design training and professional learning.References
Arthur, S. C. M. (2013). Digital Literacy in a global context in S. Kurbanoglu et. Al. (eds.): ECIL 2013, CCIS 397, pp. 141-147. Springer International Publishing Switzerland.
Atkins, C. (2018). Exploring teachers’ professional development and digital literacy: a grounded theory study, (January). https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.761433.
Baker, E. A. (2010). The new literacies: Multiple perspective on research and practice. The Guilford Press.
Bailey, J. P.; & Schurz, J. (2020). COVID-19 is creating a school personnel crisis. American Enterprise Institute. May 2020.
Baker, A., Pearson, P.D., & Rozendal, M.S. (2010). Theoretical perspectives and literacy studies: An explanation of roles and insights in Baker, A., Pearson, P.D., & Rozendal, M.S. (editors). The new literacies: Multiple perspectives on research and practice. The Guilford Press.
Bazalgette, C. & and Buckingham, D. (2013). Literacy, media, and multimodality: a critical response. Literacy UKLA. 47(2). July 2013. Pp. 95-102.
Berliyanto & Santoso, H. B. (2018). Indonesian perspective on massive open online courses: Opportunities and challenges. Journal of Educators Online, 15(1). January 2018. (EJ1168947).
Darling-Hammond, L.; & Hyler, M. E. (2020). Preparing educators for the time of COVID … and beyond. European Journal of Teacher Education, 43:4, 457-465, DOI: 10.1080/02619768.2020.1816961.
Diki, D. (20130. International collaboration of distance learning universities for online learning in Indonesia. LUX: A Journal of Transdisciplinary Writing and Research from Claremont Graduate University. 2(1), Article 12. http://scholarship.claremont/lux/vol2/iss1/12.
Dimitriadis, G. & Kamberelis, G. (2006). Theory for education. Routledge.
Eshet-Alkalai, Y. (2004). Digital Literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia. 13(1), pp. 93-106.
Gilster, P. (1997). Digital Literacy. John Wiley & Sons, Inc.
Godsey, M. (2020). Preparing for the covid slide. Literacy Today. July/August 2020. Literacyworldwide.org.
Gupta, D.; & Khairani, N. N. (2020). COVID-19 and learning inequities in Indonesia: Four ways to bridge the gap. East Asia & Pacific on the Rise. August 21, 2020. https://blogs.worldbank.org/eastasiapacific/covid-19-and-learning-inequities-indonesia-four-ways-bridge-gap.
Hafifah, G. N; & Sulistyo, G. H (2020). Teachers’ ICT literacy and integration in ELT in the Indonesian higher education setting. Turkish Online Journal of Distance Education-TOJDE. 21 (3). No. 3 (3). Pp. 186-198.
Hutchison, A.; & Reinking, D. (2011). Teachers’ perceptions of integrating information and communication technologies into literacy instruction: A national survey in the United States. Reading Research Quarterly, 46(4), pp. 312-333. DOI: http://10.1002/RRQ.002.
Kalantzis, M.; Cope, B.; & Cloonan, A. (2010). A multiliteracies perspective on the New Literacies in E. A. Baker (ed.). The new literacies: Multiple perspective on research and practice. The Guilford Press.
Kress, G. (2003). Literacy in the New Media Age. Routledge.
Leu, D. J.; Kinzer, C. K.; Coiro, J.; Castek, J.; & Henry, L. A. (2004). New Literacies: A dual-level theory of the changing nature of literacy, instruction, and assessment. In D.J. Leu Jr., C.K. Kinzer, J.L. Coiro, & D.W. Cammack (eds.). Toward a theory of New Literacies emerging from the internet and other information and communication technologies. International Reading Association.
Lankshear, C. & Knobel, M. (2008). Digital literacies: Concepts, policies and practices. Peter Lang Publishing Inc.
New London Group. (1996). A pedagogy of multiliteracies. Harvard Educational Review, 6 (1). Spring 1996.
Perry, K. (2012). What is Literacy? –A critical overview of sociocultural perspectives. Journal of Language and Literacy Education [Online], 8(1), 50-71. Available at http://jolle.coe.uga.edu/wp-content/uploads/2012/06/What-is-Literacy_KPerry.pdf.
Rahayu, M. K. P. (2019). Barriers to use e-learning platform in Indonesian higher education: Factors related to people and organization. Advances in Economics, Business and Management Research, Vol 100. International Conference of Organizational Innovation (ICOI 2019). Atlantis Press. http://creativecommons.org/licences/by-nc/4.0/.
Reyna, J., Hanham, J., & Meier, P.C. (2018). A framework for digital media literacies for teaching and learning in higher education. E-learning and Digital Media. 15 (4). 2018. pp. 176-190. DOI: 10.1177/2042753018784952. journals.sagepub.com/home/ldm.
Sadovnik A. R. & Coughlan, R. W. (2016). Sociology of education: A critical reader (3rd ed.). Routledge.
Share, J.; & Mamikonyan, T. (2020). Preparing English teachers with critical media literacy for the digital age. Contemporary Issues in Technology and Teacher Education, 20(1), pp. 37-54.
UNESCO (2013). Global media and information literacy assessment framework: Country readiness and competencies. UNESCO
Downloads
Published
How to Cite
Conference Proceedings Volume
Section
License
Copyright (c) 2025 Noor Qomaria Agustina, Gendroyono, Eko Purwanti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
