DR. EDITHA L. MAGALLANES DR. ANNIE V. REYES DR. BRAULIO A.REYES

Electronic Literacy Level and Attitude of Teachers at Capiz

State University

Dr. Editha L. Magallanes,

Dr. Annie V. Reyes and

Dr. Braulio A. Reyes

by:

Background

ever-changing electronic environment and digital technology;

a need for teachers to develop a wider set of literacy;

to comprehend the sophisticated information and communication technologies to produce globally competitive graduates.

electronic literacy refers to literacy activities which are delivered, supported, accessed, or assessed through computers or other electronic means.

Objectives

To measure the level of electronic literacy and attitude of teachers.

To find out if there are significant differences in the level of electronic literacy and attitude of teachers when they are grouped by their profile.

To determine if there is a significant relationship between the attitude of the respondents towards electronic literacy and their level of literacy.

Framework

Electronic literacy assumes that becoming literate is not just a matter of learning how to decode and put to paper letters and words, but mastering of processes that are valuable in particular societies, cultures, and contexts.

Electronic literacy approach assumes many kinds of literacy depending on context, purpose, and medium.

It considers how people use computers to interpret and express meaning.

Electronic literacy not only involve information literacy but also how to read and write in a new medium (Shetzer and Warschauer, 1999)

Methodology

Research design – descriptive research

Respondents of the Study – faculty members

Majority of the respondents were female, with ages 46-60 years old , married and associate professors.

Place of the study- Capiz State University Main Campus, Roxas City, Philippines AY 2011 -2012

Instrument - Questionnaire

Results and Discussion

• Level of Electronic Literacy of Teachers

Electronic Literacy Mean Verbal Interpretation

• Computer Literacy 2.85 Average• Information Literacy 3.05 Average• Multimedia Literacy 2.52 Low• Computer-mediated • Communication Literacy 2.34 Low

• Mean 2.69 Average

Computer Literacy - 2.85 Average

Use mouse /track pad to interact with elements on screen High Switch on and off the computer High Perform programming Low Install software Low

Computer literacy is the knowledge and the skill of teachers to use computers and related technology efficiently in classroom teaching.

Information Literacy - 3.05 Average

Use the information collected AverageRecognized when information is needed AverageLocate information with the aid of computer or other electronic means Average Evaluate the information gathered Average

Information literacy is the ability of the teacher to identify what information is needed, being able to understand how to organize this information and being able to evaluate the sources critically.

Multimedia Literacy - 2.52 Average

Use of internet Average

Use e-mails and online chat Average Use of animated figures, music and sounds Low Computer-based instruction Low

Multi media literacy is the ability of the teacher to interpret and produce documents combining texts, sounds, graphics and video with the use of computers and electronic technology.

Computer- mediated Communication Literacy - 2.34 Average

Text messaging HighText chatting (face book chatting) AverageOnline classrooms Very LowWeblogs (blogs) Very Low

CMC is the knowledge and skills of teacher to use computers or digital media to communicate with others which could be carried out through e-mails, use net groups, chat rooms or text messaging.

Level of Electronic Literacy by Profile• Gender• Male Average• Female Average Age• 30 yrs old & below High• 31-45 yrs old Average• 46-60 yrs old Low• 61 yrs old and below Low Academic Rank• Instructor High• Assistant Professor Average• Associate Professor Average• Professor Average Civil Status• Married Average• Single Average

Attitude of Teachers Towards Electronic Literacy

Favorable attitude Use of latest multimedia technology prepares students to be globally competitive Highly Favorable Computers make work easier and faster Highly Favorable Research is a lot more easier if one knows how to go to different websites to gather information Highly Favorable Learning to use and manipulate computers is a waste of time Least Favorable Learning to use computer is only good for the young ones Least Favorable

Positive attitudes do not always mean high computer literacy and competency (Son, Jeong -Bae 2011)

Significant Differences in the Level of Electronic Literacy

• Variables Sig. 2 tailed test Remarks

• Sex .893 n.s

• Age .001 s.

• Academic Rank .004 s.

• Civil Status .101 n.s

Significant Differences in the Attitude

• Variables Sig. 2 tailed test Remarks

Sex .626 n.s. Age .060 n.s. Academic Rank .762 n.s. Civil Status .798 n.s

Relationship Between Attitude and Electronic Literacy

Low relationship, present but slight, p-value of .057, not significant

Conclusions

The teachers have an Average level of electronic literacy.

Younger teachers aged 30 years old and below have High level of electronic literacy.

Teachers above 50 years old have Low level of literacy.

Teachers having academic rank of Instructors got High level of electronic literacy.

The respondents have Favorable attitude towards electronic literacy and are willing to attend seminars and workshops to learn

how to use and manipulate the computers.

There is no significant relationship between attitude and the level of electronic literacy.

Recommendations

Trainings and seminars on the use of computer, information, multimedia, and computer-mediated communication facilities be conducted by the school.

The school should increase online opportunities to develop the skills and competencies of the teachers in using computers and other electronic technologies.

Literature Cited

• Shetzer and Warschauer (1999), An Electronic Literacy Approach to Network-Based Language Teaching

http://www.gse.uci.edu/person/warchauer_m/docs/blt.pdf

• Son, Jeong-Bae, et al.(2011) http://callej.org/journal/12-1/Son_2011.pdf

www.readingonline.org/international/future/

• Warschauer M (2004),www.gse.uci.edu/person/warschauer_m/warschauer_papers.php