Digital Awareness Among Secondary School Teachers
DOI:
https://doi.org/10.31185/eduj.Vol62.Iss2.4710Keywords:
Digital Awareness, Secondary School Teachers.Abstract
The purpose of this research is to explore the level of digital awareness among secondary school teachers. To achieve this objective, the researcher employed the descriptive method. A core sample of 150 teachers was selected from the broader research population, which includes 1,543 secondary school teachers in Wasit Governorate. Based on the theoretical background of the study and relevant educational and psychological literature, the researcher developed a Digital Awareness Scale comprising four dimensions: digital security, digital education, privacy and data protection, and digital social communication. Each dimension was represented by 9 items, resulting in a total of 36 items in the scale. The psychometric properties of the scale were determined, including validity (both face and construct validity) and reliability, assessed through internal consistency using Cronbach’s Alpha formula. The study’s findings indicated that teachers possess a considerable level of digital awareness.
Downloads
References
- الجمل، عبد الله، والقضاة، محمد. (2017). الوعي الرقمي في التعليم المعاصر. عمان: دار الفكر.
- حمدي، فاطمة. (2021). الوعي الرقمي ومتطلبات التعليم الاعدادي الحديث. مجلة التربية والتكنولوجيا، 12(3).
- الرابطة العربية للتعليم المفتوح. (2021). الوعي الرقمي وأثره في التعليم الاعدادي. القاهرة: دار الفكر العربي.
- العنزي، محمد. (2019). الوعي الرقمي ودوره في تطوير التعليم الاعدادي. مجلة دراسات تربوية، 14(2).
- شاذلي، آية.(2024).الوعي المعلوماتي الرقمي لدى أعضاء هيئة التدريس بجامعة أسوان: دراسة ميدانية. مجلة كلية الآداب جامعة أسوان،16(2)، 385-318.
- غريب،فاطمة.أبراهيم.(2013).الوعي المعلوماتي الرقمي لدى أعضاء هيئة التدريس بجامعة حضرموت.مجلة بحوث كلية الآداب، جامعة المنوفية،24(92) 417-379,.
- (publications.jrc.ec.europa.eu, ISTE, hapsc.org).
- (publications.jrc.ec.europa.eu, jinfo.journals.ekb.eg).
- Cambridge University. (2021). Digital Competence in Higher Education. Cambridge Press.
- European Commission. (2022). Digital Identity and Online Reputation. Brussels: European Commission Reports.
- Harvard University. (2021). Interactive Learning and Student Engagement. Harvard Educational Review, 45(2),.
- International Society for Technology in Education (ISTE). (2017). ISTE Standards for Educators. Washington, DC: ISTE.
- Joan Ganz Cooney Center. (2021). Digital Media and Learning in Middle Schools. New York: JGCC.
- Johnson, M. (2020). Educational Podcasting and Knowledge Retention. New York: Routledge.
- Livingstone, S., & Helsper, E. (2019). Balancing opportunities and risks in teenagers’ use of the internet: The role of digital literacy. New Media & Society, 21(3),.
- National Center for Education Statistics (NCES). (2019). Access to Digital Resources in Education. Washington, DC: U.S. Department of Education.
- Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3),.
- OECD. (2022). Collaborative Learning in Digital Environments. Paris: OECD Publishing.
- Oxford University. (2020). Digital Tools and Student Engagement in Classrooms. Oxford Academic Press.
- Pew Research Center. (2021). Teachers’ Digital Lives in Middle Schools. Washington, DC.
- Ribble, M. (2015). Digital Citizenship in Schools: Nine Elements All Students Should Know. ISTE.
- Selwyn, N. (2022). Education and Technology: Key Issues and Debates. 3rd Edition. London: Bloomsbury Academic.
- Stanford University. (2021). Learning Management Systems and Classroom Efficiency. Stanford Educational Studies, 22(1),.
- Stanford University. (2022). Virtual Labs and Student Engagement. Stanford Educational Studies, 23(1),.
- Teacher Task Force, EKB, jstc.journals.ekb.eg.
- UNESCO. (2023). Global Education Monitoring Report: Technology in Education. Paris: UNESCO Publishing.
- University of Chicago. (2022). Teacher Training and Digital Awareness. Chicago Educational Research Journal, 19(4),.
- University of Toronto. (2021). E-Assessment in Higher Education. Toronto Educational Review, 27(1),.
- Vaughan, N. (2018). Digital Pedagogies for Innovative Learning. New York: Routledge.
- World Bank. (2024). Future of Digital Skills in Education. Washington, DC: World Bank Publications.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 م. نصير داخل سلطان
This work is licensed under a Creative Commons Attribution 4.0 International License.
