Digital literacy of senior high school teachers:

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dc.contributor.authorBaliton, Cristina B.
dc.date.accessioned2026-09-16T07:41:53Z
dc.date.available2026-09-16T07:41:53Z
dc.date.issued2019
dc.description.abstractThe advent of the K-12 curriculum challenges language and communication teachers to establish digital literacy skills and to hone effective mechanisms employing platforms in teaching-learning interactions. This mandates a framework which can illustrate and support the application of these educational changes in their respective classrooms. The study made use of qualitative case study design which identified the digital literacy and mechanisms of Senior High School teachers in teaching Oral Communication in Context and Media and Information Literacy. The study delved into the conditions teaching Oral School teachers in state universities and colleges teaching oral Communication in Context and Media and Information Literacy which are core subjects stipulated in the K-12 curriculum of the Department of Education. The merged teaching of these subjects by language and communication teachers was brought about by the lack of teachers who are trained for ICT and digital pedagogies and a framework for their professional advancement. Thirteen teacher participants from two state universities were identifies using purposive sampling. Using structured interviews in gathering data and classroom observation and focus group discussions among students for triangulation, results revealed that Senior High School teachers possessed digital literacy skills in filtering, curating, collaborating and re purposing. Likewise, examining content, executing varied instruction and technologies and evaluating learning outcomes were their mechanisms in preparing lessons, delivering instructions and giving feedbacks. Based from these results, a framework entitled Lenses and Modes of Digital Literacy of Senior High School teachers was developed. Anchored from the findings, it is concluded that Senior High School teachers are adapting to digital transformations in the classroom. Their exposure to new media and technology which can be better employed with the use of technology which enhances their instructional processes. Hence, it is recommended that further trainings and seminars on digital literacy for professional advancement among teachers should be designed, curriculum policies intensifying digital literacy skills and digitally apt instructional practices could be instructional practices could be included as one of the core concerns for organizational and faculty development plans and further researchers on framework for digital literacy and mechanisms in Senior High School classrooms for Oral Communication and Media and Information Literacy could be enhanced to further provide better inputs and holistic outputs for teachers and learners.
dc.identifier.citationBaliton, C.B. (2019). Digital literacy of senior high school teachers: input to a framework for senior high school language and communication classrooms. [Unpublished Doctoral Dissertation]. Don Mariano Marcos Memorial State University, City of San Fernando, La Union. Lakasa ti Sirib, DMMMSU Institutional Repository.
dc.identifier.urihttps://lakasa.dmmmsu.edu.ph/handle/123456789/2575
dc.language.isoen_US
dc.publisherDon Mariano Marcos Memorial State University -Open University System
dc.sdgSDG 9
dc.subjectSOCIAL SCIENCES::Social sciences::Education
dc.titleDigital literacy of senior high school teachers:
dc.title.alternativeinput to a framework for senior high school language and communication classrooms
dc.typeThesis
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