Digital literacy and its acquisition by teachers and principals at educational workplaces

Abstract

This study investigates the digital literacy skills among workers in the educational workplace in Jordon. A convenience sample of 139 teachers and 73 administrators spread over 173 public schools and 39 private schools was selected. The study followed mixed quantitative and qualitative methods. Data were collected using two instruments: a semi structured interview to investigate and monitor the digital literacy skills; a questionnaire to measure the availability degree of the digital literacy skills and the significant differences in the availability degree due to the job title and the workplace. In this study, four areas represent digital literacy skills: functional skills, information skills, digital competency in the educational process and digital competency in empowering learners. The availability degree of digital skills is medium in general and statistically significantly higher in administrators than in teachers. The results showed that private sector workers have better digital literacy skills than their public sector peers. Finally, the study concluded that functional and information skills increase digital competency in the educational learning process and empower learners.