Email this article Do Teachers Have the Requisite Digital and Technology Skills for Online Learning: The Case of A State University in the Philippines
Abstract
Abstract: Do Teachers Have the Requisite Digital and Technology Skills for Online Learning the Case of a State University in the Philippines. Objective: This study was conducted to determine the digital and technological skills of the teachers using the TPACK framework. Methods: This study employed a cross-sectional explanatory design to determine the technological competence of 196 teachers in a state university in the Philippines. Findings: Results of the study show that the respondents have very high pedagogical and content knowledge. This reflects that the teachers demonstrated mastery of content and well-versed of various methodologies and approaches that they used in their teaching. Further analysis also reveals that those teachers who have a very high level of technological competence also have a high level of technology acceptance. Auxiliary to this, teachers who have high technological competence perceived that using technology was highly acceptable. Conclusion: This research suggests that educational institutions should continue to conduct intensive trainings and technical support among teachers to further develop their technological skills so that they will become well-versed in using technological tools which are indispensable during online learning.
Keywords: TPACK, technological competence, digital competence, online learning.
Abstrak: Apakah Guru Memiliki Keterampilan Digital dan Teknologi yang Diperlukan untuk Pembelajaran Daring? Studi Kasus Universitas Negeri di Filipina. Tujuan: Penelitian ini dilakukan untuk mengetahui keterampilan digital dan teknologi para guru menggunakan kerangka kerja TPACK. Metode: Penelitian ini menggunakan desain penjelasan cross-sectional untuk menentukan kompetensi teknologi dari 196 guru di sebuah universitas negeri di Filipina. Temuan: Hasil penelitian menunjukkan bahwa responden memiliki pengetahuan pedagogik dan konten yang sangat tinggi. Hal ini mencerminkan bahwa para guru menunjukkan penguasaan konten dan berpengalaman dalam berbagai metodologi dan pendekatan yang mereka gunakan dalam pengajaran mereka. Analisis lebih lanjut juga mengungkapkan bahwa para guru yang memiliki tingkat kompetensi teknologi yang sangat tinggi juga memiliki tingkat penerimaan teknologi yang tinggi. Tambahan untuk ini, guru yang memiliki kompetensi teknologi tinggi merasa bahwa penggunaan teknologi sangat dapat diterima. Kesimpulan: Penelitian ini menyarankan agar lembaga pendidikan terus melakukan pelatihan intensif dan dukungan teknis di antara para guru untuk lebih mengembangkan keterampilan teknologi mereka sehingga mereka menjadi ahli dalam menggunakan perangkat teknologi yang sangat diperlukan selama pembelajaran daring.
Kata kunci: TPACK, kompetensi teknologi, kompetensi digital, pembelajaran online.
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