Email this article The Role of Technology in Enhancing Students' Digital Literacy
Abstract
Abstract: The Role of Technology in Enhancing Students' Digital Literacy. Objective: To ascertain the function of technology integration in augmenting digital literacy proficiency and to explore the mediating influence of heutagogy in elucidating the correlation between technology integration and digital literacy. Methods: A quantitative method was utilized to examine data from student responders in the "Islamic Religious Education" curriculum at five campuses in Yogyakarta. Data was gathered using internet surveys. The PLS-SEM model was employed to examine direct and mediated effects, as well as multigroup analysis to investigate any discrepancies in test outcomes. Findings: The inclusion of technology does not immediately influence students' digital literacy. Heutagogy effectively facilitates the impact of technology integration on enhancing digital literacy. The incorporation of technology intended to improve digital literacy among final-year students exhibits a detrimental effect, which can be mitigated through heutagogical intervention. Conclusion: The findings corroborate prior research emphasizing the significance of policy context, culture, and student demographics as determinants affecting the efficacy of technology integration in enhancing digital literacy.
Keywords: digital literacy, heutagogy, higher education, learning, islamic religious education, technology integration.
Full Text:
PDFReferences
Abubakari, M. S., & Kalinaki, K. (2024). Digital competence in islamic education for lifelong learning: preliminary analysis using digcomp 2.1 Framework. In Embracing Technological Advancements for Lifelong Learning (pp. 1–31). IGI Global. https://doi.org/10.4018/979-8-3693-1410-4.ch001
Akyildiz, S. T. (2019). Do 21st century teachers know about heutagogy or do they still adhere to traditional pedagogy and andragogy? International Journal of Progressive Education, 15(6), 151–169.
Alakrash, H. M., & Abdul Razak, N. (2021). Technology-Based language learning: investigation of digital technology and digital literacy. Sustainability, 13(21), https://doi.org/10.3390/su132112304
Al-Sindi, T., Putra, H. D., & Ghozi, S. (2023). Integrating technology into classroom training: Journal of Training, Education, Science and Technology, 1–6. https://doi.org/10.51629/jtest.v1i1.168
Al-Rahmi, W. M., Alias, N., Othman, M. S., Alzahrani, A. I., Alfarraj, O., Saged, A. A., & Rahman, N. S. A. (2020). Use of E-Learning by university students in malaysian higher educational institutions: a case in universiti teknologi Malaysia. IEEE Access, 8, 12863-12870.
Ames, H., Glenton, C., & Lewin, S. (2019). Purposive sampling in a qualitative evidence synthesis: A worked example from a synthesis on parental perceptions of vaccination communication. BMC Medical Research Methodology, 19(1), 26. https://doi.org/10.1186/s12874-019-0665-4
Amrullah, H., Amarta, A., Qurhahman, T., & Amali. (2024). Utilization of media and technology in learning islamic religious education. Indonesian Journal of Contemporary Multidisciplinary Research, 3, 583–588.
Ansyari, M. F. (2015). Designing and evaluating a professional development programme for basic technology integration in English as a foreign language (EFL) classrooms.
Arantes, J. (2022). The SAMR model as a framework for scaffolding online chat: A theoretical discussion of the SAMR model as a research method during these “interesting” times. Qualitative Research Journal, 22(3), 294–306. https://doi.org/10.1108/QRJ-08-2021-0088
Arya, P., Christ, T., Chiu, M. M., & Li, P. (2024). Literacy teacher preparation for technology integration: A design experiment. Journal of Digital Learning in Teacher Education, 40(1), 21–40. https://doi.org/10.1080/21532974.2023.2275781
Ashton, J., & Newman, L. (2006). An unfinished symphony: 21st century teacher education using knowledge creating heutagogies. British Journal of Educational Technology.
Baba Rahim, N. (2022). The interaction between teaching competencies and self-efficacy in fostering engagement amongst distance learners: A path analysis approach. Malaysian Journal of Learning and Instruction (MJLI), 19(1), 31–57.
Bakare, T. (2018). The probability, prospect and efficacy of Heutagogy in distance learning for lifelong and continuing education in Nigeria.
Berkhout, E., Pradhan, M., Rahmawati, Suryadarma, D., & Swarnata, A. (2024). Using technology to prevent fraud in high stakes national school examinations: Evidence from Indonesia. Journal of Development Economics, 170(C).
Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distributed Learning, 13(1), 56–71.
Blaschke, L. M., Bozkurt, A., & Cormier, D. (2021). Learner agency and the learner- centred theories for online networked learning and learning ecologies. Unleashing the Power of Learner Agency. EdTech Books.
Bruner, J. S. (2009). The process of education, revised edition. Harvard University Press.
Cabero-Almenara, J., Barroso-Osuna, J., Palacios-Rodríguez, A., & Llorente-Cejudo, C. (2023). Digital competency for teachers in higher education: Development and validation of a scale. Computers & Education, 174, 104289.
F. (2023). Digital competence of higher education students as a predictor of academic success. Technology, Knowledge and Learning, 28(2), 683–702.
Cajori, F. (1890). The teaching and history of mathematics in the united states. U.S. Government Printing Office.
Choirin, M., Guleng, M., Arbi, D. S., & Maulan, R. (2024). Muballigh in the digital age based on insights from indonesian phenomena: leveraging digital learning for the promotion of islamic values. Al-Balagh : Jurnal Dakwah Dan Komunikasi, 9, 167–190. https://doi.org/10.22515/albalagh.v9i2.7751
Connor, M., de Guia, A. H., Pustika, A. B., Sudarmaji, Kobarsih, M., & Hellin, J. (2021). Rice farming in central java, indonesia adoption of sustainable farming practices, impacts and implications. Agronomy, 11(5), Article 5. https://doi.org/10.3390/agronomy11050881
Dick, W., Carey, L., & Carey, J. O. (2020). The systematic design of instruction (9th ed.). Pearson.
Downie, S., Gao, X., Bedford, S., Bell, K., & Kuit, T. (2021). Technology enhanced learning environments in higher education: A cross-discipline study on teacher and student perceptions. Journal of University Teaching and Learning Practice, 18(4).
Eutsler, L., & Mitchell, C. (2023). A self-study of an inter-university partnership to integrate technology into instruction. Technology, Pedagogy and Education, 32(5), 569–588. https://doi.org/10.1080/1475939X.2023.2246983
Francis, J. (2017). The effects of technology on student motivation and engagement in classroom-based learning.
Franke, G., & Sarstedt, M. (2019). Heuristics versus statistics in discriminant validity testing: A comparison of four procedures. Internet Research, 29(3), 430–447.
Ganapathy, M., & Kaur, S. (2015). Using Beetham and Sharpe’s (2015) Model in analysing the digital literacy practices of ESL students in an institution of higher learning. Malaysian Journal of Languages and Linguistics, 4(1), 31–42.
Ghozali, I. (2014). Structural equation modeling metode alternatif dengan partial least square (PLS) Dilengkapi Software Smartpls 3.0. Xlstat 2014 dan WarpPLS 4.0 (4th ed). Badan Penerbit Universitas Diponegoro.
Hadad, S., Watted, A., & Blau, I. (2023). Cultural background in digital literacy of elementary and middle school students: Self-appraisal versus actual performance. Journal of Computer Assisted Learning, 39(5), 1591–1606. https://doi.org/10.1111/jcal.12820
Hamid, S., Waycott, J., Kurnia, S., & Chang, S. (2021). Understanding students' perceptions of the benefits of online social networking use for teaching and learning. The Internet and Higher Education, 26, 1-9.
Hair, J. (2009). Multivariate data analysis. Exploratory Factor Analysis.
Hair, J., & Alamer, A. (2022). Partial least squares structural equation modeling (PLS- SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3), 100027.
Hair Jr, J. F., Matthews, L. M., Matthews, R. L., & Sarstedt, M. (2017). PLS-SEM or CB- SEM: updated guidelines on which method to use. International Journal of Multivariate Data Analysis, 1(2), 107–123.
Hair Jr, J. F., Sarstedt, M., Hopkins, L., & Kuppelwieser, V. G. (2014). Partial least squares structural equation modeling (PLS-SEM): An emerging tool in business research. European Business Review, 26(2), 106–121.
Hase, S., & Kenyon, C. (2013). Self-determined learning: Heutagogy in action. Bloomsbury Academic.
Hair Jr, J., Hair Jr, J. F., Sarstedt, M., Ringle, C. M., & Gudergan, S. P. (2023). Advanced issues in partial least squares structural equation modeling. saGe publications.
Herbart, J. F. (1895). The science of education: its general principles deduced from its aim and the æsthetic revelation of the world. D.C. Heath & Company.
Hughes, J. E. (2000). Teaching English with technology: Exploring teacher learning and practice. https://www.semanticscholar.org/paper/Teaching-English-with- technology%3A-Exploring-teacher- Hughes/152eed6826b9968ba1f9997130b7de1cf5db2cf8
Hughes, J. E., Thomas, R., & Scharber, C. (2006, March 19). Assessing technology integration: the rat – replacement, amplification, and transformation - framework. https://www.semanticscholar.org/paper/Assessing-Technology-Integration%3A-The-RAT-%E2%80%93-and-Hughes Thomas/70e9bf32ba870128a4e6cc4ad09c6e691667fb14
Husin, N. F., Mohamad Judi, H., Hanawi, S. A., & Mohd Amin, H. (2020). Technology integration to promote desire to learn programming in higher education. International Journal on Advanced Science, Engineering and Information Technology, 10(1), 253–259. https://doi.org/10.18517/ijaseit.10.1.10264
Hutchison, A., & Woodward, L. (2014). A Planning cycle for integrating digital technology into literacy instruction. The Reading Teacher, 67(6), 455–464. https://doi.org/10.1002/trtr.1225
Imam, G. (2014). Structural equation modeling metode alternatif dengan partial least squares (PLS). Universitas Diponogoro: Semarang.
Javeri, M., & Persichitte, K. (2007). Measuring technology integration practices of higher education faculty with an innovation component configuration map (ICCM). International Journal of Technology in Teaching and Learning, 3(1), 28–50.
Jia, G., & Yin, D. (2011). Research on self-determined learning model for training students in management based on web resources. In S. Lin & X. Huang (Eds.).
Kamrozzaman, N. A., Badusah, J., & Ruzanna, W. M. (2020). Development of heutagogy approach in M-learning for sustainability education. Education and Information Technologies, 25, 3035–3047.
Kissane, B. (2020). Integrating technology into learning mathematics: The special place of the scientific calculator. Journal of Physics: Conference Series, 1581(1), 012070. https://doi.org/10.1088/1742-6596/1581/1/012070
Knowles, M. S. (1970). The modern practice of adult education; andragogy versus pedagogy. The Association Press, 291 Broadway, New York, N.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
Kolb, L. (2020). Learning first, technology second in practice. International Society for Technology in Education.
Koumiti, H., Laanoui, M. D., & Selmaoui, S. (2024). The role of technology in global learning transformation: a comprehensive overview. 2024 International Conference on Global Aeronautical Engineering and Satellite Technology (GAST), 1–4. https://doi.org/10.1109/GAST60528.2024.10520745
Kurniawan, T. A., Christia Meidiana, C. M., Othman, M. H. D., Hui, H. G., & Kit, W. C. (2023). Strengthening waste recycling industry in Malang (Indonesia): Lessons from waste management in the era of industry 4.0. Journal of Cleaner Production, 382(135296), Article 135296.
Lea, M., & Jones, S. (2011). Digital literacies in higher education: Exploring textual and technological practice. Studies in Higher Education, 36.
Lynch, M., Sage, T., Hitchcock, L., & Sage, M. (2021). A heutagogical approach for the assessment of Internet Communication Technology (ICT) assignments in higher education. International Journal of Educational Technology in Higher Education, 18. https://doi.org/10.1186/s41239-021-00290-x
Moore, T., & Greenland, S. J. (2017). Developing digital literacy skills for the future workforce. Journal of Pedagogic Development, 7(3), 50-66.
Mitchell, P. (2021). Teacher technology self-efficacy and its impact on instructional technology integration. Gardner-Webb University.
Mosley, P., & Pennachio, L. (2005). An integration of technology into education majors’ civic responsibilites. J. Comput. Sci. Coll., 20(3), 121–133.
Muhaimin, Asrial, Habibi, A., Mukminin, A., & Hadisaputra, P. (2020). Science teachers’ integration of digital resources in education: A survey in rural areas of one Indonesian province. Heliyon, 6(8). https://doi.org/10.1016/j.heliyon. 2020.e04631
Narayan, V., Herrington, J., & Cochrane, T. (2019). Design principles for heutagogical learning. Australasian Journal of Educational Technology, 35(3), 93-109.
Neliwati, N., Pohan, H. L., & Rambe, F. F. (2024). Manajemen kurikulum pembelajaran pendidikan agama islam di era digital. MODELING: Jurnal Program Studi PGMI, 11(2), Article 2. https://doi.org/10.69896/modeling.v11i2.2408
Nikou, S., & Aavakare, M. (2021). An assessment of the interplay between literacy and digital Technology in Higher Education. Education and Information Technologies, 26, 1–23. https://doi.org/10.1007/s10639-021-10451-0
Ortega-Sánchez, D., Gómez-Trigueros, I. M., Trestini, M., & Pérez-González, C. (2020). Self-perception and training perceptions on teacher digital competence (TDC) in Spanish and French university students. Multimodal Technologies and Interaction, 4(4), 74.
Patel, A., Praveen, D., Maharani, A., Oceandy, D., Pilard, Q., Kohli, M. P. S., Sujarwoto, S., & Tampubolon, G. (2019). Association of multifaceted mobile technology–enabled primary care intervention with cardiovascular disease risk management in rural Indonesia. JAMA Cardiology, 4(10), 978–986. https://doi.org/10.1001/jamacardio.2019.2974
Park, H., Choi, B., Joo, S., Kim, Y.-M., & Kim, H. (2022). Digital technology use and intergenerational integration: the mediating role of digital literacy Innovation in Aging, 6, 579–579.
Peters, M. A. (2019). Digital literacy and digital pedagogy: Teaching and learning in the age of the internet. Educational Philosophy and Theory, 51(6), 565-574.
Ray, J. V. (2015). Cross-Sectional Research. In The Encyclopedia of Crime and Punishment (pp. 1–5). John Wiley & Sons, Ltd.
Roberts, E., Anderson, B. A., Skerratt, S., & Farrington, J. (2018). Digital divide in rural communities: A qualitative study. Journal of Rural Studies, 54, 114-125.
Rodríguez, M. U., Cantabrana, J. L. L., & Cervera, M. G. (2021). Validation of a tool for self-evaluating teacher digital competence. Educación XX1, 24(1), 353–373.
Roemer, E., Schuberth, F., & Henseler, J. (2021). HTMT2–an improved criterion for assessing discriminant validity in structural equation modeling. Industrial Management & Data Systems, 121(12), 2637–2650.
Sachdev, S. B., & Verma, H. V. (2004). Relative importance of service quality dimensions: A multisectoral study. Journal of Services Research, 4(1), 93.
Schwab, J. J. (1966). The Teaching of Science: The Teaching of Science as Enquiry. Harvard University Press.
Stergioulas, L. K., & Drenoyianni, H. (2011). Pursuing digital literacy in compulsory education. new literacies and digital epistemologies. Volume 43. In Peter Lang New York. Peter Lang New York.
Stojković, N. (2019). Positioning english for specific purposes in an english language teaching context. Vernon Press.
Tholin, J. (2008). Learner autonomy, self-directed learning and assessment: Lessons from Swedish experience. Independence, 43, 9–12.
Tseng, M.-L., Bui, T.-D., Lewi, S., Rizaldy, H., Lim, M. K., & Wu, K.-J. (n.d.). Causality sustainable supply chain management practices in the Indonesian coffee industry using qualitative information: Digitalization integration leads performance improvement. International Journal of Logistics Research and Applications, 0(0), 1–31. https://doi.org/10.1080/13675567.2022.2155936
Unnikrishnan, R. (2023). Digital integration: a productive pedagogy and its efficacy of language learning. Shanlax International Journal of English, 12, 229–234. https://doi.org/10.34293/rtdh.v12iS1-Dec.114
Voorhees, C. M., Brady, M. K., Calantone, R., & Ramirez, E. (2016). Discriminant validity testing in marketing: An analysis, causes for concern, and proposed remedies. Journal of the Academy of Marketing Science, 44, 119–134.
Walton, G. (2016). Digital literacy and digital inclusion: Policy, pedagogy and research considerations for education. Information Professional, 19(5), 40-43.
Weninger, C. (2022). Skill versus social practice? some challenges in teaching digital literacy in the university classroom. TESOL Quarterly, 56(3), 1016–1028. https://doi.org/10.1002/tesq.3134
Weber, H., Hillmert, S., & Rott, K. J. (2018). Can digital information literacy among undergraduates be improved? Evidence from an experimental study. Teaching in Higher Education, 23(8), 909–926.
Wong, K. K.-K. (2019). Mastering partial least squares structural equation modeling (PLS-Sem) with Smartpls in 38 Hours. IUniverse.
Yassin, M. K. (2024). Technology integration in learning ecosystems. In Revitalizing the Learning Ecosystem for Modern Students (pp. 73–86). IGI Global. https://doi.org/10.4018/979-8-3693-4103-2.ch004
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Jurnal Pendidikan Progresif
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats
The copyright is reserved to The Jurnal Pendidikan Progresif that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.