A Phenomenological Inquiry into Digital Literacy through the Experiences of a Digital Immigrant Teacher
Abstract
Being digitally-savvy is important, but there is an even more important aspect that goes beyond simply being digitally savvy, and that is being digitally literate. This study examines the lived experiences of a digital immigrant teacher, with particular attention to the use of technology in teaching and the role of digital literacy in supporting these practices. Qualitative research, especially phenomenological research, was equipped as the research design of this study. This research was conducted at one of the senior high schools in Teluk Kuantan with one participant involved in this study. The findings highlight several key themes, including his motivation to teach, emotional resilience, professional growth, classroom technology integration, adaptation to new teaching media, awareness of digital literacy, and both the challenges and benefits of using technology. In conclusion, despite still showing characteristics of a digital immigrant, the participant was still able to integrate digital tools effectively and maintain a positive attitude toward technology. This study suggests that digital literacy should be strengthened among teachers through training and workshop so that they can not only improve their teaching practices but also guide students in becoming critical and responsible users of digital information. Moreover, the contribution of this study lies in offering practical understanding of how digital literacy shapes teaching practices in real classroom contexts. Insights can inform schools and policymakers in designing programs that respond to the needs of teachers and students in the digital era.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i9.7091
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