Outlining Digital Literacy Competence of Pre-Service Teachers at English Education Department
Abstract
Pre-service English teachers in the technology transformation advancement of this era need to master digital literacy skills. They must not only be able to adapt to using technology for personal learning but also for their role as future-teachers. This paper aims to explore and evaluate the digital literacy competencies of university-level students, focusing on their skills and the challenges they face in applying technology in education. It uses a survey of case study research design with a digital literacy questionnaire involving one of the private universities in West Java, Indonesia. The data are analyzed based on Bawden’s digital literacy framework. The data found there are more than sixty percent of pre-service teachers are able to create a directory or file folder; however, there are less than three percent of a pre-service teachers have a low ability in basic technical skills. It means that most pre-service English teachers have good digital literacy skills that can be used in teaching career development. Besides its support for pre-service teachers to be more creative in making learning effective and attractive, this also allows them. However, the teacher's role remains crucial in guiding students and providing an understanding of the positive and negative aspects of digital literacy.
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DOI: http://dx.doi.org/10.18415/ijmmu.v11i6.5897
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