Document Type : Mixed Method Research
Authors
1
PhD of Curriculum, Department of Education, Faculty of Education and Psychology, University of Birjand,
2
PhD of Curriculum, Department of Education, Faculty of Education and Psychology, University of Birjand, Iran
3
Associate Professor, Department of Education, Faculty of Education and Psychology, University of Birjand, Iran.
4
Assistant Professor, Department of Education, Faculty of Education and Psychology, University of Birjand, Iran
Abstract
The purpose of this study was to design and validate the digital literacy model of South Khorasan province teachers. The research method was mixed and an exploratory design was used in two qualitative and quantitative stages. In the qualitative phase, using the data-foundation method and based on purposeful sampling, interviews were conducted with 22 experts, teachers and educators, and the features of the model were extracted. In the quantitative stage, an extractive questionnaire was distributed among 375 teachers and educators of the province based on cluster sampling and based on Morgan's table. The findings showed that the individual and collective needs of life make teachers tend to develop their digital literacy. The main focus of this trend is occupational and organizational motivations. Among the intervening factors, we can mention the short training time, voluminous content and the level of literacy of the teachers. The equipment related to the school and the organization can provide the necessary environmental conditions for the growth of digital literacy. By using learner-centered and group-centered strategies, teachers can help develop their digital literacy, the professional growth of teachers, the all-round development of students, and the creation of an innovative school are among the consequences of the formation of digital literacy. Confirmatory factor analysis showed that all components of the model are significant at the 0.05 level and have sufficient fit.
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