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| Study the Effect of Digital Competency on Empowerment of Teacher Effectiveness of Secondary School Teachers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Paper Id :
16621 Submission Date :
12/10/2022 Acceptance Date :
22/10/2022 Publication Date :
25/10/2022
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| Abstract | The theme of the present study is to know the effect of digital competency on teacher’s effectiveness. The objectives of the study are (i) To study the effect of digital competency on teacher effectiveness of secondary school teachers (ii) To find out the effect of gender on teacher effectiveness of secondary school teachers. (iii) To find out the effect of interaction between digital competency and gender on teacher effectiveness of secondary school teachers. In this study researcher want to know the effect of digital competency on teacher’s effectiveness, effect of gender on teacher effectiveness of secondary school teachers and the interaction effect of digital competency and gender on teacher effectiveness of secondary school teachers. The sample of the study was consisting of 202 secondary school teachers of Bareilly district. Teachers’ effectiveness was measured by teachers’ effectiveness Scale constructed and standardized by Dr. Umme Kulsum. The level of Digital Competency of teachers measure with the Digital Competency Scale construct by the researcher. The finding of the study reveals that (i) There is no significant influence of digital competency on teacher effectiveness of secondary school teachers (ii) There is no significant influence of gender on teacher effectiveness of secondary school teachers (iii) There is no significant influence of interaction of digital competency and gender on teacher effectiveness of secondary school teachers. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Keywords | Digital, Competency and Teacher, Effectiveness. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Introduction |
Digital competency emphasizes the use of contemporary digital technologies, using digital tools thoughtfully, and paying attention to the impact of digital tools on learning. Digital competency can be applied to any concept. A teacher should plan, prepare, and execute the digital pedagogy for the selected content. It can be applied to the online environment, face to face environment, and hybrid environment. Teachers encourage students and also themselves to think critically about new things (Wadmany, Rivka, Kliachko, Sarah, 2014). Digital competency will be effective only when the teacher uses the desired technology appropriate to the content. Teachers and also learners can use the appropriate digital technology in a better way when they are thinking critically about the nature and effects of that technology (Valerie Anderson, 2020). The use of digital technology will enhance the teaching learning process and will change the teaching-learning experience. The digital competency varies from the use of presentation software like Power Point to flipped classrooms.
Teacher Effectiveness is a combination of knowledge, skills and personal characteristics (Katz, 1993), the characteristics which are correlated with effectiveness are: good knowledge of subject matter, ability to organize learning materials, ability to communicate his knowledge to the students successfully and to deal with classroom situations (Gupta & Jain, 2007) and personal characteristics that is enthusiasm, effective communication, adaptable to change, a lifelong learner, competent, accepting of others, patient, willingness to take risks, flexibility, creativity, hardworking and sense of humour (Taylor & Wash, 2003; Colker 2008). An effective teacher helps the students in the development of basic skills, understanding, proper work habits and desirable attitude, value judgment and adequate personal adjustment (Ryan, 1969).
Significance of the Study: Effect of Digital Competency on Teacher Effectiveness-
Teacher education has grown exponentially in the past ten years to meet the demands of quality teachers in both private and government institutions. After the implementation of the Teacher Education Curriculum Framework, 2014, the attention is focused on the quality pedagogical practices. Teachers should be properly trained to meet the challenges in the contemporary digital-oriented society (Craig Blewett.,2020). Teachers are expected to handle e-resources. Adequate practices are given to the teachers before they go for teaching in schools. When the digital pedagogy is applied, the teaching competency of the student teachers will be enhanced (Salin SN. & Noor Aida Mahmor,2018). |
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| Aim of study | The objectives of the present study can be expressed as followings- 1. To study the effect of digital competency on teacher effectiveness of secondary school teachers. 2. To find out the effect of gender on teacher effectiveness of secondary school teachers. 3. To find out the effect of interaction between digital competency and gender on teacher effectiveness of secondary school teachers. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Review of Literature | Salin S.N and Noor Aida Mohammad (2018) conducted a
survey to examine the attributes of meaningful learning that student teachers
perceived as enabling them to improve their digital pedagogy. The findings
reveal that the attributes of meaningful learning activities contribute to the
improvement of teachers’ knowledge of and skills in using Web 2.0. M Ally (2014) used the competency profile for the digital
teacher to train and orient the digital teacher of the future and the research
revealed that emerging technologies, artificial intelligence and the internet
will make the student-teacher meet the needs of the individual learners.
Sarah Prestridge (2008) suggested that skill-based ICT
practices could be considered for those teachers who are operating in a traditional
teacher centred approach where developing skills are in focus.
Interestingly, these teachers agree with beliefs that align with digital
pedagogies. |
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| Hypothesis | H0:1There is no significant influenceof digital competency on teacher effectiveness of secondary school teachers. H0:2 There is no significant influence ofgender on teacher effectiveness of secondary school teachers. H0:3 There is no significant influence of interaction of digital competency and gender on teacher effectiveness of secondary school teachers. |
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| Methodology | Keeping in view of the objective and nature of the study, the descriptive survey method was adopted by the researcher. |
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| Sampling | Multi Stage Stratified Random Sampling was adopted in order to select the 202 Secondary School teachers divided into three group of digital competency. Low digital competency group have 40 Teachers (18 Male and 22 Female), Moderate digital competency group have 110 Teachers (52 Male and 58 Female), High digital competency group have 52 Teachers (25 Male and 27 Female). |
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| Tools Used | Digital Competency Scale (DCS) Construct and Standerdized by the researcher consist of three dimentions. (i) Knowledge of Digital Resources (ii) Application in Teaching Learning Process (iii) Usefulness in Assessment and Examination and ). Teacher Effectiveness Scale of Dr. Umme Kulsum has been used to excess teacher effectiveness this Scale consist on five dimension of teacher effectiveness namely Preparation and Planning for teaching, Classroom Management, Knowledge of Subject Matter, Teacher Characteristics and Inter-Personal Relations. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Analysis | The
analysis of the statistical data based on the descriptive analysis consists of
Mean, Standard Deviation and for the analysis of interaction effect we used Two
Way Analysis of Variance (ANOVA). Table 1.1 Descriptive Statics
Table 1.1 reveals the descriptive statistics of teacher
effectiveness scores in mean and standard deviation on the basis of the
teachers digital competency i.e., Low Moderate and High groups. Low digital
competency group consist of 40 teachers, Moderate digital competency group have
110 teachers and High digital competency group consist of 52 teachers. The
overall teacher effectiveness lies on Moderately Effective Teacher level of
Teacher effectiveness scale of Dr Umme Kulsum. The following bar diagram
graphically represents the men and standard deviation score of teacher effectiveness
categorized into different digital competency group.
Fig: 1 Score of Teacher
Effectiveness Based on Different Groups of Digital Competency Table 1.2 Inferential Statics: ANNOVA of Teacher Effectiveness
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| Result and Discussion | For the first objective: To study the
effect of digital competency on teacher effectiveness of secondary
schoolteachers. The calculated F-value (1.180) is found to be non-significant
at 0.05 level of significance. Thus the null Hypothesis H0:1There is
no significant influence of digital competency on teacher effectiveness of
secondary school teachers is accepted. For the second objective: To find out the effect of gender on teacher effectiveness of secondary school teachers.The calculated F-value (0.395) is found to be non-significant at 0.05 level of significance. Thus the null Hypothesis H0:2There is no significant influence of digital competency on teacher effectiveness of secondary school teachers is accepted. For the third objective: To find out the effect of interaction between digital competency and gender on teacher effectiveness of secondary school teachers. The calculated F-value (0.849) is found to be non-significant at 0.05 level of significance. Thus the null Hypothesis H0:3There is no significant influence of digital competency on teacher effectiveness of secondary school teachers is accepted. |
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| Findings | 1. There is no significant influence of digital competency on teacher effectiveness of secondary school teachers. 2. There is no significant influence of gender on teacher effectiveness of secondary school teachers. 3. There is no significant influence of interaction of digital competency and gender on teacher effectiveness of secondary school teachers. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Conclusion | From the above analysis of data research found that the digital competencies and gender does not affect the teacher effectiveness of secondary school teachers. The tentative reason may be that the different dimension of digital competency i.e., knowledge of digital resources, application of these resources in teaching learning process and assessment is a have no significantly affect the for core teacher effectiveness dimension that are related to preparation and planning, classroom management, subject related knowledge, teacher characteristics and inter-personal relations. Whereas the interaction of gender and digital competency do not create a significant difference on teacher effectiveness of secondary school teachers. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| References | 1. Ally, M. (2004). Foundations of educational theory for online learning, Theory and practice of the online learning. Universities and Knowledge society Journals.11(1): 142.
2. Blewett., C. (2020). From traditional pedagogy to digital pedagogy, Disrupting higher education curriculum, 265-287.
3. Gupta, M. & Jain, R. (2007) A comparative study of teaching effectiveness of the government and private school teachers through the formal and distance modes. Indian Journal of Distance Educator, IX, 61-75
4. Katz, L.G. 1993. Dispositions: Definitions and implications for early childhood practices. Champaign-Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. http://ceep.crc.uiuc.edu/eecearchive/books/ disposit.html
5. Salin S.N.,& Noor, A. M. (2018). Improving student – teacher’s digital pedagogy through meaningful learning activities, Malaysian journal of learning and instruction, 15(8).
6. Prestridge. S., & Tondeur, Jo. (2017). Preparing beginning teachers for technology integration in education: Ready for take-off, Technology, Pedagogy and Education, 26(2),157-177.
7. Anderson V. (2020). A digital pedagogy pivot: Rethinking higher education practice from an HRD perspective, Taylor & Francis Online, 452-467.
8. Wadmany, Rivka, Kliachko, Sarah. (2014). The significance of digital pedagogy: Teacher’s perception and factors influencing their abilities as digital pedagogies, Journal of Educational Technology, 22-23.
9. Arora, S., & Arif, M. (2021a). A Study of Attitude Towards ICT Among Secondary School Teachers. Shodh Sanchar Bulletin: An International Multidisciplinary Bilingual Quarterly, UGC CARE Listed Peer Reviewed Refereed Research Journal. . Vol. 11(41), Pp. 190-194 January-March 2021. ISSN: 2229-3620
10. Arora, S., & Arif, M. (2021b). Correlation Study of Teachers Attitude towards ICT in Relation to their Digital Competency. Shodh Sarita: An International Multidisciplinary Quarterly, Bilingual Quarterly, UGC CARE Listed Peer Reviewed Refereed Research Journal. Vol. 8(29), Pp. 71-75 January-March 2021. ISSN: 2348-2397
11. Arora, S., & Arif, M. (2021c). Residence School Locality and Teaching Subject Stream Influence on the Digital Competency of Secondary School Teachers: A Comparative Study. GIS Science Journal: An UGC Care Approved Group II Journal. Vol. 8(9), Pp.1095-1102. ISSN: 1869-9391 |
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