Sample Qualitative Thesis Chapter 1 5 Final Copy Edited

CITY OF MANILA
UNIVERSIDAD DE MANILA
Mehan Gardens, Manila
659-A Cecilia Muñoz St. Ermita Manila
309-0582; 302-6558/ udm@edu.ph
GRADUATE SCHOOL OF EDUCATION
EXPLORING TEACHERS’ DIGITAL DIVIDE AND LITERACY:

AN INTERVENTION PROGRAM
A Thesis
Submitted in Partial
Fulfillment of the Requirements
for the Degree Master of Arts in Education
Major in Educational Administration
CLOUDEN L. LIANDA
Exploring Teachers’ Digital Divide and Literacy:
ii
An Intervention Program
UNIVERSIDAD DE MANILA-GRADUATE SCHOOL OF EDUCATION

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CERTIFICATION
This thesis entitled “EXPLORING TEACHERS’ DIGITAL DIVIDE

AND LITERACY: AN INTERVENTION PROGRAM”, prepared and
submitted by CLOUDEN L. LIANDA, in partial fulfilment of the requirements
for the degree MASTER OF ARTS IN EDUCATION MAJOR IN EDUCATIONAL
ADMINISTRATION, has been examined, accepted, and is recommended for ORAL
EXAMINATION.
____________________________________
MA. JACQUELINE B. PATARATA EdD
Adviser
APPROVAL SHEET
Approved by the Committee on Oral Examination on April 22, 2021 with

the grade of ____________________.
_______________________________
RONALD A. HERRERA, PhD
Chairman
________________________ ________________________
AMALFI B. TABIN, JR., EdD VIRGINIA I. BERGANIO, EdD
Member Panel Member
Accepted as partial fulfilment of the requirements for the Degree Master
of Arts in Education major in Educational Administration.
____________________________
ANTONIO A. TARINGTING, EdD
Dean

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ACKNOWLEDGMENT
Therefore, I tell you, whatever you ask for in prayer, believe that you have
received it, and it will be yours.
Mark 11:24
This has been a journey through which God has brought. First, it has been
with God’s grace and mercy that the researcher has traversed through this
master’s degree process to completion. She prayed incessantly for His guidance
and inspiration in producing this research, and all the prayers were answered.
God’s support lifted and carried her through to completion.
The significance of “doing” this thesis is much more than merely
completing a master’s degree. Through this process, she has gained so much
which will guide and, ultimately, build the future – regardless of directions
chosen and paths taken. The knowledge and experience gained through the
realization of conducting and finalizing this journey is through and owed to the
contribution and support of many people to whom the researcher will be forever
grateful.
The researcher’s adviser, Dr. Jacqueline B. Patarata, who provided
continuous support and feedback pushing her to think more critically and design
a high-quality study that conceptualizes Exploring Teachers’ Digital Divide and
Literacy: An Intervention Program;

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The Dean of the Graduate School, Dr. Antonio A. Taringting, for his
sincere and valuable guidance and encouragement to which the researcher is
extremely grateful and indebted for;
The research committee: Dr Ronald A Herrera, Dr. Sheryl H.
Ramirez, Dr. Priscila A. Doctolero, Dr. Amalfi B. Tabin Jr. and Dr.
Virginia I. Berganio for the words of wisdom given which are of great help in
framing the work in the larger societal context. The time and support are
appreciated;
A wonderful person who had mentored and enlightened the researcher
about the field of research and thesis writing. Special thanks go to the Principal
and the researcher’s writing coach, Mrs. Lilybeth P. Cuento for all the
knowledge that she gained and for giving her the permission to conduct the study
in Bagong Barangay Elementary School. The expertise given greatly benefited the
researcher and she is ever so thankful for all the time shared;
Miss Ardeliza G. Caburnay; for helping through the multiple stages of
the writing process. Special thanks for all the time and effort devoted for editing
the drafts of the study, for being so cooperative from the beginning and for
providing a positive energy, which encouraged her to improve every time;
Master Teacher-in-Charge, Mrs.Lady Jazzie J. Morales-Mamita and
the whole BBES Grade- 3 family for it was because of their support and

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friendship that she was able to successfully manage the study and work
confidently;
The 20 teacher participants of Bagong Barangay Elementary School who
agreed to participate and gave their information to support the study; she could
not have asked for more willing participants to openly express their knowledge
related to digital divide and digital literacy, special thanks;
Jade Pearl I. Sarad, who chided her when she is losing hope, cheered,
and offered some financial support. This journey is full of ups and down but the
friendship is always there;
In addition, the members of minions’ squad – Bing2x, Ruby, Jessa and
Marlyn, they were all instrumental in keeping the path straight. There were
times that she could not participate in activities, parties, and sometimes even
church; but her heart was always with friends during those occasions;
The “tropang dropouts” besh Regie, besh Shey, besh Rosh and Jade,
for all the funny memories spent from the start until the end of the journey. All
the movies watched and coffee sessions after Saturday classes are forever
remembered. All of you are the best guys, there is no piece of boredom every time
someone cracked a joke;
Mama Julia, Nanay Maring, Manang Kaning and Inday Ruvy who
are always one chat away to lift her confidence and to cheer up during the days of
struggle. All the love, help and motivational words to finish this study are highly
appreciated;

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The two favorite persons who can brighten the day, to whom this thesis is
dedicated, the researcher’s parents, Antonio L. Lianda, and Elvira L.
Lianda. Undertaking this 3-year journey to masters’ degree has not been easy,
and when she was wondering if she can ever attain the goal but a father’s words
always leave a mark: “A Lianda never quits.” One big thank for the trust so that
believing in oneself is never been difficult. Two of you are her inspirations, source
of strength, and sunshine on the cloudy days;
The only beloved sister, Clover Ann L. Lianda, for serving as her rock
and a top fan. Reminding everyday to bring home another diploma to boost the
family morale is not a piece of cake but she made it. Life is not always a bed of
roses but all the support and pieces of advice pushed her to prove one’s self not
only to the family table but also to the people around. The camaraderie will
forever be stronger;
All teachers who are giving their best to educate and nurture the next
generation of Filipinos, continue to display patriotism and greatness. All of them
are heroes of their times. God is always is always there to watch, to provide
wisdom and shower unending patience. Viva!
God Bless.

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DEDICATION
This thesis is dedicated to the researcher’s late grandmother, Ma-am
Plesing. Although you never had the chance to finish your education, you have
been a biggest cheerleader in her academic career. You are right … she does
belong here! She knows you are always watching her as she performs her duties
as a teacher and as a responsible citizen of this country. She wished that you are
still alive to witness her success.
There are no words, there is not enough time, and there are not enough
ways, but she is thankful, grateful, and enamored by your ability to love
unconditionally. She loves you more than she can able to express.
May the lord Jesus Crist be with you.
You will forever be missed.
CLL

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ABSTRACT
Over the years the use of Information and Communications Technology in
schools has become more conspicuous. The widening gap on the literacy levels of
younger and older teachers poses problems to the school. The Department of
Education is finding ways in addressing these gaps, inviting modifications in
policies and curriculum, and enhancing teacher trainings.
This study determined the teachers’ experiences, challenges and their
recommendations as to the digital divide among the twenty teachers of Bagong
Barangay Elementary School, as well as their digital literacy. The study employed
a qualitative phenomenological approach, and online and written interviews. The
Giorgi's method of analysis which aims to uncover the meaning of a phenomenon
as experienced by a human through the identification of essential themes was
employed.
There was digital divide between teachers in digital accessibility, digital
utilization and digital receptiveness. The themes based on the teachers’
experiences in digital divide were the accessibility of social media, but limited
knowledge and skills of teachers in using them. Teachers’ motivations,
willingness and eagerness to learn the use of digital technologies also contributed

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to the digital divide among teachers. Challenges include lack of available teaching
digital devices, insufficient trainings in ICT, low or no internet connection, and
teachers’ inability to access sites helpful to teaching activities. Recommendations
include provision for faster internet connectivity, teachers’ devices, trainings,
peer teaching among teachers and provisions of funding for researches.
An Intervention Program to address gaps and increase literacy was
proposed out of the results of the study.
Keywords: digital divide, digital literacy, digital accessibility, digital

utilization, digital receptiveness, digital devices, intervention program
information and communications technology, internet connectivity

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TABLE OF CONTENTS
TITLE PAGE i
APPROVAL PAGE ii
ACKNOWLEDGEMENT iii
DEDICATION PAGE vii
ABSTRACT viii
TABLE OF CONTENTS x
LIST OF TABLES xiii
LIST OF FIGURES xvi
LIST OF APPENDICES xvii
1. INTRODUCTION
Background of the Study 4
Statement of the Problem 7
Assumptions 8
Significance of the Results of the Study 9
Scope and Limitations 10

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2. THEORETICAL FRAMEWORK
Thematic Presentation of Literature and Studies 12
Synthesis 55
Theoretical Foundation 59
Conceptual Framework 61
Research Paradigm 63
Definition of Terms 64
3. METHODOLOGY
Research Design 66
Research Locale 68
Sampling Technique 69
Research Instrument 71
Tool Validation 72
Data Gathering Procedure 72
Ethics Protocol 74
Data Analysis 75
4. RESULTS AND DISCUSSIONS

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Experiences of teachers in digital divide and 79

literacy in terms of accessibility, utilization and
receptiveness
Challenges of teachers in digital divide and 104

literacy in terms of accessibility, utilization and
receptiveness
Recommendations of the teachers in handling 121

challenges in terms of the different variables
Intervention Program on Addressing Digital 123

Divide and Improving Literacy
5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary 126
Conclusion 127
Recommendations 131
REFERENCES 133
APPENDICES 141
CURRICULUM VITAE 158

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LIST OF TABLES
Table No. Table Title Page No.
1 Distribution of Teacher Participants 6
2 Experiences of teachers in digital divide in terms 79

of accessibility to materials
3 Experiences of teachers in digital literacy in terms 82

of accessibility to materials

of motivational access

of motivational access

of accessibility to skills

of accessibility to skills

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of digital utilization

of digital utilization

of digital receptiveness

of digital receptiveness
12 Challenges of teachers in digital divide in terms of 104

accessibility to materials
13 Challenges of teachers in digital literacy in terms of 106

accessibility to materials

motivational access

motivational access

access to skills

access to skills

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digital utilization

digital utilization

digital receptiveness

Digital receptiveness
22 Recommendations of the teachers in handling 121

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LIST OF FIGURES
Figure Number Figure Title Page Number
1 Research Paradigm of the study 63

Exploring Teachers’ Digital Divide
and Literacy: An Intervention Program

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LIST OF APPENDICES
Appendices Page
A Letter to the Superintendent Asking 141
Permission to Conduct the Study
B Approval Letter from the Division 142

Office
C Letter to School Head Asking Permission 143

to Conduct Survey
D Research Instrument 144
E Validation Letter 151
F Intervention Program 152
G. Informed Consent 155
H. Declaration of Authenticity 156
I. Certificate of Grammar Editing 157

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Chapter I
Introduction
This chapter introduces the problem and its background, statement of the
problem, assumption, the significance of the results of the study, and the scope
and limitations of the study.
The use of technology in learning has become a trend in the 21st century.
Never in our lifetime did we see so many gadgets being used for teaching and
learning purposes. These technologies equip mankind with necessary know-hows
to make the world a better place to live in, coping up with the fast- changing
world. For South & Stevens (2017) technology provides opportunities for teachers
that can expand, manage, and assess learning outside the classroom. In classes,
communities consisting of students and teachers offer access to teaching
materials as well as resources to create, manage, and assess their quality and
usefulness.

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In recent years the practice of Information and Communications
Technology (ICT) in schools has become more prominent, with the margin of the
focus being on hardware implementation. However, teachers have generally
exerted so much effort to integrate the use of ICT fully to promote learning in
their classrooms. Therefore, schools may need to develop teachers’ ICT skills and
knowledge, improve their teaching pedagogy and increase information literacy
for them to become adept to the changing times.
However, the acknowledged limitations in ICT skills of many seasoned
teachers, and the likely increasing ICT skill levels of younger teachers is creating
the potential for a digital divide between the teachers of different generations.
Less knowledge in information technology and differentiated pedagogy using
technology also pose potential problems among teachers.
Shih, Kraemer, & Dedrick (2015) stated that a digital divide is normally
identified between developing countries that lack the resources and financial
support when compared to developed. However, there is a concern regarding the
knowledge and skills of teachers to make use of ICT in the classroom and how
these can help in the proper management of learning. In addition, it is likely that
as teachers get older the ICT knowledge and skills gap between them and younger
people will expand.
Addressing digital inequalities is of great significance for educators
because ICT is an integral part of life in modern society. Teachers who do not
develop ICT literacy are likely to be limited in their participation in economic and
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social life. The apparent body of research has provided a general picture about
teachers’ ICT literacy practices and achievement, and acknowledges the influence
of family background, orientation towards ICT and access to support and
resources. Together, such an understanding of teachers’ ICT systems has begun
to draw attention to the complex multi-faceted socio-cultural nature of ICT
literacy. As yet, however, there is a little-known fact about how the type of ICT
experiences and related resources that teachers accumulate in the field influences
their school-based ICT literacy.
Bourdieu’s theory of practice (1992), as quoted by Mills and Gayle (2017),
is a useful lens for analyzing the complex ‘life worlds’ of individuals through
experiential examinations. For them, the application of his theoretical constructs
has made substantial contributions to understanding the role that schools and
school systems play in replicating social and cultural disparities while justifying
certain cultural practices. For many teachers the fields of the school and their
classroom function on a different set of risks, power relations, resources and
struggles than the field of their home, as school often assumes dominant middle-
class culture, values and attitudes in its students.
This difference is greater for some teachers than others. Bourdieu offers a
way of realistically understanding not just what schools do to students, but how
they do it by recognizing how objective relations become exemplified in students
through everyday practice of schools. This understanding can assist schools,
policy makers and teachers to better use their capacity to confer capital,

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consciously drawing upon mentors’ existing stock of cultural capitals to act as
agents for change.
According to Pionke (2018) in adapting to technological change, teachers
must have a flexible attitude and skills in increasing technical knowledge so that
the distribution of learning technology can be applied and can be sustainable.
Besides, Lederman (2020) mentioned that many teachers cannot embrace to the
latest technology of teaching. Due to rise of Covid-19 pandemic, the learning
process has shifted to online learning. The unpreparedness of teachers and
insufficient support from the government affects the quality of the instruction.
The previous research by Howard & Mozejko (2015) indicated that
institutional policies, curriculum, and changes in digital technology in the
classroom compelled teachers to change their teaching strategies. In assigning
tasks must be following the online curriculum of the department. Teachers who
use technology in online learning must show learning that is different from the
traditional classroom activities.
Research by Ertmer & Otenbreit-Leftwich (2016) stated that in assisting
teachers in online teaching, the Department of Education must facilitate
meaningful learning that enables students to build deeper and connected
knowledge that applies to real situations. Therefore, online teaching can work
well by adopting new approaches in teaching and by changing the content or
context of learning. However, it can create a digital divide between and among

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the teachers, leading to animosity and cultural malalignment in and out of the
school premises.
Background of the Study
Although computer access is ostensibly widely available in elementary
schools in the Philippines, some schools, particularly in far-flung areas may only
have few computers while others have none. Even in the National Capital Region,
there are still schools which only have few computers and other gadgets which
may aid in the teaching-learning process. In addition, teachers often have access
to computers and the internet at home, but may have little or no special skills in
information literacy, thus creating digital divide which, in turn, may affect the
digital pedagogy.
For Judge, Puckett & Bell (2016), if one presupposes that academic
achievement is facilitated by access to computers at schools and at home, the gap
in access to technology, as well as the necessary skills, is a reason for concern.
Schools help connect the digital divide as many underprivileged teachers only
have access to computers and the internet while at school. When teachers are
given assignments outside of their work at school, some are unable to access the
tools necessary to succeed both inside and outside of the classroom. For
McLaughlin (2016), this creates an uneven playing field among teachers. Digital
equity is a social justice goal that should ensure that all teachers have access to

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information and communication technologies for learning. Equitable access is at
the root of the digital divide.
Hamiti & Reka (2012) defined a teacher's adaptability in technological
change as a process that includes the ability and skills in the use of technology
that has an open-source on the internet that can share learning content and
involve institutions or campuses and students.
For Martin, & Granziera (2018) using advanced technology, content
development, and increasing technological awareness, the quality of learning
continues to increase. Furthermore, changes in the way students learn and how
the teacher teach lectures affect the learning process. McMichael (2018) stated
that teachers and students who familiarize themselves to these changes can be
motivated, can have the support of technological change, can acquire better
knowledge and can have full access in technology that can support the
sustainability of the learning process.
Teaching as a progressive process, requires teachers to adopt technology
with adequate knowledge, abilities, and skills. Technological change integrates
new teaching methodologies in the form of online teaching and is introduced to
students to use in the learning process. In addition, Chapman (2014), indicated
that the move to advanced technology has huge implications on teacher training,
the educational strategies they use, how the curriculum is structured, and how
schools utilize their budget.

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Understanding the influence of technology-enhanced learning for staff in
the field of education is important if wiser decisions are to be taken about how
and why certain technologies can or should be adopted for teaching and learning.
By understanding these aspects, the process of technology implementation and
adoption can take on a form that is more likely to be successful for those that it is
aiming to support, particularly the teachers. Furthermore, understanding impact
informs us about the value of technology for teachers so that digital divide can be
minimized, while increasing information literacy toward a more advanced and
quality-assured digital pedagogy.
The core reason for conducting this study was to determine the digital
divide and literacy encountered by teachers in their access to digital technologies
used in their digital teaching. The researcher came to know the experiences,
challenges and recommendations in digital divide and digital literacy of teachers
in using the modern platform in delivering lessons, and whether or not they were
equipped with computer skills as they faced the new normal set up. It was also for
a better understanding on the teacher’s access to digital technologies and how
this affected the teaching-learning process. Furthermore, the researcher had
undertaken the research and proposed a digital intervention program based on
the findings of the study.
Statement of the Problem

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This study ascertained the presence of digital divide and literacy in
teachers. Specifically, it sought answers to the following questions:
1. What are the teachers’ experiences in digital divide and literacy in
terms of the following:
1.1. Digital accessibility;

1.1.1. Material access;
1.1.2. Motivational access; and
1.1.3. Skills access;
1.2 Digital utilization; and
1.3 Digital receptiveness?
2. What are the teachers’ challenges in digital divide and literacy in terms
of the above-mentioned variables?
3. What are the teachers’ recommendations in digital divide and literacy
in terms of the above-mentioned variables?
4. What intervention program may be proposed based on the findings of
the study?
Assumptions
It was assumed that there existed a digital divide and literacy among new
and experienced teachers because they regularly come in contact with new
technologies that were not known some few years back. As such, they need to
learn how to use and how to master new technologies, as well as existing

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technologies already in the classroom. Digital technology, its use, and teachers’
empowerment through seminars, digital intervention program, can enable
teachers become adept to the changing times, thus become better mentors of the
21st century learners who are known as the digital natives. With this, the digital
divide can be minimized, if not totally eradicated.
It was further assumed that when teachers are equipped with the
knowledge, skills and trainings in using computer and other technologies, the
digital divide among them can be diminished to the highest extent, enabling
teachers to be proficient and highly-skilled in their digital pedagogy. Thus,
learning can be achieved, with the students’ potentials to the optimum, and
teachers’ instructional skills boosted.
Significance of the Study
This research is significant to many a people in some or most ways. In
particular, the research can be of help to the following in one way or the other:
Teachers will become more aware of the advantages of digital technologies in
the teaching-learning process, thus making them more effective and
efficient in delivering online instruction.
ICT Experts can become better trainers of the teachers, create new and more
effective systems that can help teachers in their teaching, thus empowering
them to become experts in their own fields.
School Administrators can help create a supportive environment conducive

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to maximize technology integration in the curriculum and encourage
teachers to embrace technological innovations that will be beneficial to
online teaching under the new normal.
Learners who are digital natives, will be more exposed and engaged to a more
sophisticated way of learning through digital platforms which is more
suitable to their learning styles.
Stakeholders, such as the alumni, Local Government Units, Non-Government
Organizations, and private individuals and corporations shall be able to
help the teachers in their digitalization needs by providing digital devices,
as well as free trainings, webinars and workshops for teachers.
The Department of Education will be able to make plans on how to improve
the digitalization program and give more ICT-based seminars and training
for non-technology-abled teachers in the field.
Future Researchers may be able to find the study beneficial and conduct
another research parallel to the present study which may contribute to the
advancement of digitalization in the Department of Education.
Scope and Limitation of the Study
This study was limited to determining the teacher's experiences,
challenges, and recommendations in using digital technologies in the teaching

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under the new normal, and as to whether or not such usage determine a digital
divide between and among them.
The participants of the study were twenty (20) teachers presently teaching
at Bagong Barangay Elementary.
Descriptive Phenomenological Psychological Method was used to describe
and understand the lived experiences of teachers on digital divide and
information literacy.
In order for this study to address the research questions, several
delimitations were established. The study was limited to a very specific
population of teachers who were chosen based on their years of experience as a
classroom teacher which is at least three years. Demographic profiles were not
considered since the focus of the study was the narratives and experiences of
teacher.
This study was conducted because it was important to the school since the
findings of the study could be utilized to lessen the digital divide among teachers,
thus equality and equity in digitalization could be achieved. It was conducted
during for the School Year 2020-2021

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Chapter II
THEORETICAL FRAMEWORK
This chapter presents the theoretical and conceptual frameworks upon
which the study is based. It explains the views of the research. In this chapter,
related literature studies were also presented to encapsulate the basis of the
present study by associating it with past research.
Digital Divide
The digital divide denotes the gap between those able to benefit from
the digital age and those who are not. The apprehension is that people without

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access to the internet and other information and communication
technologies will be disadvantaged, as they are incapable or less able to obtain
digital information, shop online, participate democratically, or learn skills and
offer skills. This gave rise in programs to give computers and related services to
people without access.
The digital divide is a setback that affects people from all walks of life. It is
a multifaceted issue, but two main features define this gap: access to high-speed
internet and access to reliable devices. Many of the individuals who toil from the
digital divide face both.
In some areas, internet access is either limited, unavailable, or
unaffordable for those who could be fortified. Even with a dependable internet
connection, access to certain digital spaces can remain a dispute, always just out
of reach for those who can’t afford costly tools like laptops and software.
In a journal published by Soomroo, et.al (2020), digital divide centers on
access to various dimensions of information and communication technology
(ICT) including physical access, motivation, skills, and actual usage of digital
technologies. This divide tends to be even broader in the context of developing
countries.
Information communications technology (ICT) has the potential to
increase the quality of people’s lives. It has so much engrossed in our lives that
the digital divide prevents people with no or inadequate ICT access from effective
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participation in society. For Cruz-Jesus, Vicente, Bacao & Oliveira (2016), the
emerging digital technologies embrace the potential of incredible innovation and
development prospects. Digital technologies, according to Nishikima, Ivanauskas
& Sarti (2017), have positioned enticements to increase the involvement of
individuals in social, political and economic dimensions of life. ICTs can operate
a vital function in the development of all countries and are even more noteworthy
for developing countries, for which technology is also being treated as a source to
accomplish the United Nations’ Sustainable Development Goals (SDGs) 2015
targets. However, for Wardhani, et.al. (2018) to get the most from these
technologies, countries should integrate ICT education in their strategic plans.
Rogers (2016), stated that the digital divide refers to the gap between
people who have adequate access to ICT and those who have ‘zero’ or poor access
to ICT. He further referred to this issue as an important issue for social justice in
the twenty-first century. However, given that swift advancements in technology
have occurred, the digital gap remains ever-present. For Centeno (2017), such
discriminations also exist in educational settings. The actuality of the digital gap
in different groups related to education such as among teachers and students
should be considered as a matter of concern.
The positive and vigorous role of developing technologies in education has
not remained an obscure idea now. Researchers encourage teachers to utilize
technology in order to improve their instruction whenever possible. Since

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technology use in educational settings is considered to be helpful in increasing
the access and quality of learning, as what Domingo & Garganté, (2016) posited.
Teachers’ access to ICT is of utmost connotation. Digital exclusion will prevent
them from taking advantage of technology affordances in their teaching practices.
Accordingly, the problem of the digital divide among teachers of all settings
needs to be examined. Such investigations help taking necessary measures to
remove or
at least minimize this problem among educators. They would also help to support
the SDGs (United Nations, 2015) which pursue to even out disparity to global
access and participation in education.
Studies investigating teachers’ access to digital technologies, explaining
specific access types, have not been adequately conveyed in the existing
literature, whereas such research in the setting of developing countries is totally
absent in the literature. Further, the focus of existing work has been mostly
limited to measuring physical access to digital devices. However, this issue is
more shaded, involving different facets - motivational, physical, skills and usage
access of ICT.
In the 1990’s and early 2000’s the digital divide was mainly depicted as
the breach in technology access. It is the gap that exists in most countries
between those with ready access to the tools of information and communication
technologies, and the knowledge that they provide access to and those without

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such access or skills. That changed in the latter part of 2000 where the focus
moved away from access and towards digital literacy.
As highlighted by Vie (2018), the world now faces a new instantaneous of
the digital divide where students are often more technologically adept than their
instructors. The argument was that instructors (teachers) had to get closer in
digital literacy to their students, especially in the use of Web 2.0 technology such
as podcasts, blogs, wikis and social networking sites. Vie (2018), further
discoursed that did not so much concerning the access to technology, but rather
the level of digital literacy, competence or capability.
Zubiri and Tomacruz (2016) found out that in the Philippine context,
educational inequality is clearly seen between the costly private schools and the
free public education in the country, where economic poverty remains a chief
obstacle to accessing quality (private) education. A majority of public schools, in
contrast to their private counterparts, remain disadvantaged, as they are
characterized by high teacher-student ratios, insufficient school infrastructure,
scarce instructional materials, and inadequate teacher trainings, among others.
Inequality in access to digital media alleviates the present divide in
educational opportunities in modern-day society. This has repercussions for
one’s educational outcomes, which are heavily affected by the unequal learning
conditions present in the Philippine educational landscape, compounded by one’s

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ability (or inability) to acquire access to learning resources, which now cross over
both traditional and digital media.
Digital Accessibility
Education and school practices can be defined and demonstrated as a
praxis involving many and diverse actors, entities, relationships, and viewpoints,
as well as influencing and challenging issues of concern. For Salavati (2013) this
picture is based on a research including three projects limited in time and
purpose, and each addressing specific subjects and areas of concern. The reality
for teachers in contemporary Swedish classrooms, for example, is much more
complex; as stated above, demands come from all directions. One challenge is to
include and use digital technologies in the schools. In a time period of four years
(2008-2012), the number of interactive whiteboards in compulsory schools in
Sweden tripled (from 11% to 33%).
Skolinspektionen (2012) posited that the use of tablet-devices in schools
increased 10% between 2008 and 2012 and, by 2015, the number of tablet-
devices increased to 40%. Since four years ago, more children are allowed to
bring their own private devices for education and learning purposes. In addition,
all teachers at the high school level and almost all teachers at the compulsory
school level have their own individual computers.

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Skolverket (2016), said that the availability of digital technologies in
classrooms has also increased in the last couple of years. Although digital
technologies are implemented in education and teaching, various reports from
Swedish authorities have stated that the use of digital technologies for education
have been limited and highly dispersed. In fact, these reports state that the
technologies are more often used in schools.
Despite the challenges of utilizing digital technologies in education and
teaching, the significance of the implementation and use of digital technologies in
school education should not be underestimated. This importance has been
recognized and tackled, not only by scholars and researchers, but, also, on
regional (south of Sweden), national (Sweden), and European (European Union)
authority levels.
According to the Swedish Digital Commission (2015), the digital nature of
modern life has achievedsupremacy and, as such, digitalization has highly
influenced crucial aspects of society, including growth, sustainability, welfare,
equality, safety, economy, and democracy. This digitalization has changing
impact on the society. It comprises a strong and powerful influencing force on
how education is to be carried out and what is expected of the future generation.
The espousal and use of digital technologies has stated that school children must
and teachers should have admittance to modern learning tools that are required
for contemporary education.

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In his research, Tallvid (2015) who centered on one-to-one computing
initiatives, found that from an all-encompassing point of view, classroom
activities can seem pretty much unchanged by these distributed investments.
However, he further affirms that, from a more detailed perspective, a number of
changes within the school’s organization have been required to integrate 1:1 into
the classroom. For instance, teachers’ lesson planning and students’ technology
use are affected. Therefore, as he asserts, technology does affect the daily life of a
school organization.
Material Access
The concept of material access to appear comprises physical access and
other types of access that are required to reach complete disposal and
connections such as conditional access (subscriptions, accounts, pay-per-view).
For Van-Dijk (2016) the concept of skills access is divided into three types of
skills that often assume the following order: first a computer user has to acquire
operational skills, then s(he) has to develop and apply information skills and
finally strategic skills (the capacity to use computer and network sources as
means for particular goals in society). Usage access is the final stage and ultimate
goal of the process of technological appropriation in the shape of particular
applications.

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Digital instructional materials are becoming an increasingly prominent
resource for teachers. Nearly all teachers consult some form of online tools and
resources. For Tosh, et.al. (2019), ninety-five percent of elementary teachers and
97 percent of secondary teachers have reported using Google to plan instruction,
and more than half of both elementary and secondary teachers report referring to
Pinterest, Teachers Pay Teachers, and their state department of education
websites to do this planning. In addition, currentdiscoveries from the American
Teacher Panel demonstrate that teachers’ use of standards-aligned and content-
specific websites has increased over the past several years. The consumption of
digital learning tools (websites, apps, and online resources used for instructional
purposes) is universal; teachers consider that digital learning tools have
significant value, and many educators would like to use digital learning tools
more often.
However, teachers’ insufficient information about these materials’ quality
and effectiveness. This information is especially indispensable because
confirmation recommends that teachers seek supplementary materials, including
those found online, to fill gaps in comprehensive curriculum materials. Although
attempts exist to appraise the quality and standards alignment of comprehensive
curriculum materials, there is little research on the standards alignment, quality,
and effectiveness of digital materials.

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As a result, teachers might depend on trial and error or anecdotal advice
from peers instead of rigorous evidence and research when selecting digital
materials. Moreover, the use of digital materials bestows exceptional obstacles,
for example, the need for specific technological hardware or internet access,
concerns about internet safety, and teachers’ perception that they lack adequate
training to use digital materials.
Klein (2019) posited that digital materials normally emerged to play an
accompanying role in teachers’ instruction associated with all-inclusive
curriculum materials. Educators utilized comprehensive curriculum materials
(versus digital materials) for the bulk of their instructional time. Fewer than 20
percent of teachers reported using any one of their digital materials for more than
half of their instructional time. Comparatively, nearly two-thirds of teachers
suggested that they used a single comprehensive curriculum material for at least
half of their instructional time.
Gardner (2011) explained that physical resources are at the center of the
system and students and teachers interact mainly with technology and materials.
These resources regulate the work spaces of the center. Three areas are dedicated
to the use of multimedia equipment and technological resources: audio, video,
and computer rooms. Another area is devoted to reading and writing; it includes
printed materials.

xl
Media and technologies vary in their capacity for speed of implementation
and flexibility in up-dating. For instance, blogs are much quicker and easier to
develop and distribute than video. Teachers and instructors then are much more
likely to use technology that is quick and easy to use, and students likewise will
expect such features in technology they are to use for studying. However, what’s
‘easy’ for instructors and students to use will depend on their digital literacy.
Motivational Access
Teachers’ motivations in using digital technologies vary from person to
person. Motivation is a force that pushes an individual to act and perform specific
tasks and actions. For Pinder (2014), a person, if motivated, will attain good
results as compared to the others who lack motivation. Motivation can either be
intrinsic,
which is involved with the rewards of the job itself or extrinsic, which is related to
the rewards surrounding a job. Intrinsic rewards are more satisfying and
motivating to an individual.
For Carson and Chase (2019), in order to augment the classroom teaching,
teachers’ motivation becomes extremely crucial. The attributes of instruction by
the teacher defines the knowledge gained by the students and the achievement of

xli
the learning outcomes. The factors that contribute to the teaching effectiveness
are the teaching styles, pedagogy adopted by teachers and the manner in which
the instructions are given to the students.
Han et.al. (2015) stated that these behaviors relate to the teachers’
motivation factors, thereby resulting in an effective teaching-learning experience
for the students. The teacher motivation indirectly influences the quality of
teaching practice through the engagement in the professional learning activities
by the. Such specialized learning activities may be related to the adoption and use
of technology in the class. Some motivation theories also explicate the effect of
motivation on the teachers’ willingness to adopt new tools. For Rao (2016), the
teachers who follow Theory Y are thought to be professionally updated and more
motivated in adopting new ways of teaching. They are more likely to be partaking
in the professional society activities, consulting and invited as a guest lecturer.
According to Chigona (2014), the Herzberg’ Motivation–Hygiene theory
was adopted to understand the factors that motivate teachers when using
technology for teaching and learning. The consumption of technology consents a
well collaborative classroom learning experience resulting in an increased
student engagement. A teacher becomes an important part of the entire teaching-
learning activity with the focus on achieving the desired results. A teacher
communicates the beliefs about the purpose and the processes related to
learning, which has an impact on the students’ attitudes.

xlii
The motivation theorists concluded that students’ response is different to
the classrooms focused on “task-oriented learning” and the one focused on the
“ability oriented” learning. The students are motivated and put in more effort in
the classroom, which is focused on the “task-oriented learning.” The teachers
should be driven to create more “task-oriented learning classrooms,” and the
implementation of technology can help them design such interactions, which
benefits the students. A teachers’ goal orientation and achievement orientation
decide the use of technology and new pedagogical methods. The teachers’
motivation to use technology in teaching is influenced by the satisfaction derived
from using ICTs, sense of achievement obtained by engaging in the professional
activities, responsibility and fulfillment of individual expectations.
In most cases, the utilization of technology in teaching is a means, not an
end. As such, it is important that students and teachers do not have to devote an
abundant apportion of time on discovering how to use educational technologies,
or on making the technologies work. For Bates (2020), the exclusions of course
are where technology is the area of study, such as computer science or
engineering, or where learning the use of software tools is important for some
aspects of the curriculum, for instance computer-aided design in architecture,
spreadsheets in business studies, and geographical information systems in
geology. In most cases, though, the purpose of the study is not to learn how to use
a particular piece of educational technology, but the study of history,
mathematics, or biology.

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i
The implementation of ICT in higher education is reliant on many factors,
including the motivation level of the teachers, the infrastructure provided to the
teachers, training programs conducted to use technology, the attitude of the
teachers, their self-belief and the social influence (SI). For Schepers and Wetzels,
(2007),thebehavioral intention (BI) which is described as a feeling to adopt and
use a particular model plays an integral role in the use of ICT in the curriculum.
There are a number of research studies to support that BI is one of the significant
predictors in the use of technology. It has also been used by researchers to
explain the BIs to use technology in different contexts, including education and
teaching. The enthusiasm to use technology depends on whether it is easy to use
and suitable for the teaching process.
For Wigfield and Eccles (2000), the expectancy-value theory of
achievement motivation mentions that an individual’s choice, persistence and
performance is explained by their beliefs about how well they perform an action
which is expected and to the extent they value the activity. In a study conducted
by Al-Emran et al. (2018) the TAM was studied with reference to the mobile
learning adoption by the students and the teachers’ adoption of technology in
higher education has been studied through meta-analytic structural equation
modeling approach. The findings of the study confirmed that perceived
usefulness and PEOU explain the users’ behavior for computing technology in
higher education in Norway. Teachers’ motivation to adopt technology, Teo
(2011) concluded that the pre-service teachers’ perceived effectiveness of e-

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learning for teaching and learning is one of the constructs of their intention to
use technology.
Arteaga Sánchez et al. (2013) investigated the factors that determine the
acceptance of the WebCT learning system among the students. The study
included six constructs, which assesses the learning system usage in terms of
computer SE; technical support; attitude; perceived usefulness; PEOU and the
system usage. The main reasons associated with the teachers’ decision to utilize
or not to utilize ICT are related to their attitudes. Teachers’ attitude either
positive or negative effect has an impact on how they employ and adopt the
technology The authors found that perceived usefulness by the respondents
directly affects the usage of WebCT and the PEOU has an indirect impact on the
usage of WebCT.
Skills Access
ICT competence is defined as being able to handle a wide range of varying
technologies for various purposes. According to Prestride (2012), ICT aided
teaching is the most appropriate skill required of a teacher, unfortunately, it is
the least possessed by many. This may be because it is barely been part of their
training course. Prestride (2012) outlined some of ICT packages required of a
secondary school teacher as data processing, word processing, use of internet, use
of spreadsheet, use of presentation software like PowerPoint and e-mail. These
ICT packages are important to teachers because they assist in creating lesson

xlv
plans, analysing and setting students’ tests, acquiring new knowledge and
presenting lesson in a clear way among others.
According to Bordbar (2015), teachers’ computer competence is a major
predictor of integrating ICT in teaching. According to Al-Oteawi (2012), majority
of teachers who reported negative or neutral attitude towards the integration of
ICT into teaching and learning processes lacked knowledge and skills that would
allow them to make “informed decision”. A study by Peralta, and Costa (2017)
suggested that teachers with more experience with computers have greater
confidence in their ability to use them effectively. To conclude, Jones (2015)
reported that teachers competence relates directly to confidence. Teachers’
confidence also relates to their perceptions of their ability to use computers in the
classroom, particularly in relation to their children’s perceived competence.
A very important determinant of teachers’ levels of engagement in ICT is
their level of confidence in using the technology. Teachers who have little or no
confidence in using computers in their work will try to avoid them altogether.
According to BECTA (2004), much of the research proposes that this is a major
barrier to the uptake of ICT by teachers in the classroom. Some studies have
explored the reasons for teachers’ lack of confidence with the use of ICT. Beggs
(2010) asserted that teachers’ “fear of failure” caused a lack of confidence.
On the other hand, Balanskat et al., (2016) discovered that limitations in
teachers’ ICT knowledge makes them feel anxious about using ICT in the

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classroom and thus not confident to use it in their teaching. Many teachers who
do not consider themselves to be well skilled in using ICT feel anxious about
using it in front of a class of children who perhaps know more than they do. On
the other hand, teachers who confidently use technologies in their classrooms
understand the usefulness of ICT. Cox et al. (2015) established that teachers who
have confidence in using ICT identify that technologies are helpful in their
teaching and personal work and they need to extend their use further in the
future.
Digital Utilization
Digital technologies offer a channel that can drive forward the
personalization agenda. In fact, they can drive forward both of the contrasting
approaches to personalization. They can generate structured learning agenda and
central control of learning through resources such as a Virtual Learning
Environment (VLE) and support the ambitions of the high-performance learning
institution. On the other hand, they can also support the student-centered
approach by offering learners greater opportunity to plan their own learning and
explore the almost unlimited sources available.
For Banyard (2015), the question then concerns the impact of these two
approaches. Sharples (2010) pointed out that digital technologies are personal,
user centered, networked, ubiquitous and durable, and that these are the key

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qualities (by different names) of lifelong, personalized learning. There are clear
benefits of digital technologies for learning. For example, they are motivating for
learners, and their value is recognized in numerous reports. However, there is an
argument that the optimistic rhetoric that supports educational use of digital
technologies is overblown and short of evidence.
A further challenge comes from concerns about how digital technologies
are used in learning. For example, Harris et al. (2009) argued that current use of
technologies tends to be focused on skills required by teachers to integrate them
into their classroom, rather than students’ learning needs. Most digital
technologies in use in the classroom were not created as educational tools but
have been adopted by educators for pedagogical purposes. The affordances of
these facilities or devices are not defined by their features but by the way they are
adapted and used.
McLoughlin and Lee (2015) give the example of blogging which involves
the skills of typing and editing which are not affordances in themselves but allow
other
affordances of sharing and interaction. They go on to suggest that we observe the
following affordances in social software; connectivity and social rapport,
collaborative information discovery and sharing, content creation and knowledge
information aggregation. This breadth of affordances that digital technologies
offer brings new challenges for educators because they are not sufficient for

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effective learning to take place. To facilitate learning using digital technologies, it
is necessary for educators to develop an understanding of what these
technologies can offer.
Digital Receptiveness
There is an enormous body of research about using digital technology in
schools, in classrooms and among teachers and students, but often these studies
focus on only one or two phenomena of education and technology, thus isolating
the object of study from the broader context of a school. Wikeley et.al. (2015)
found out that unless a more inclusive view is adopted in the efforts of developing
a school, there is little chance of innovation programs having any lasting. Wong
and Li (2011) investigated the connection between information and
communication technology (ICT) implementation and pedagogical change. They
decided that organizational interventions and pedagogical interventions
interacted with each other in effecting changes in student learning.
Korhonen et al. (2014) presented an inventive school community model,
which talks the development of four elements: students’ learning and learning
environments, teachers’ professionalism, leadership and partnerships, as central
to the advancement of educational innovation related to versatile use of digital
technology. The model is general, which leaves considerable room for
interpretation in examining how current practices in a school should be evaluated
and improved.

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The attention in the present study was in discovering the critical elements
to be considered and the development processes needed in schools for reforming
school education. The precise focus was on the use of digital technology: how new
digital technology has been applied and how it could be used to improve
pedagogical and knowledge practices.
School is a complex object to study: it consists of various executive levels,
from the national policy level to classrooms; various actors, such as school staff
and pupils inside a school as well as parents and local school administrators
outside a school; contradictory aims, such as aiming to ensure pertinent
capability levels for pupils in the future, but concurrently, conveying on the
traditions and history of society. For the intricacy of a school as a research object,
the theoretical background for the present study is multifaceted: research about
school improvement, research about innovation, research about pedagogical
practices, especially the collaborative knowledge creation traditions and studies
about digital technologies in education.
The motive for leaving the external administration outside the approach of
the study was sensible: we wanted to produce a model for schools for their own
use, to reflect and improve those practices that they are able to change
themselves. An individual school can seldom affect upper-level administrative
decisions, but schools always possess some autonomy to make changes in the
work of teachers and pupils.

l
As Lemke (2001) emphasized, edifying researchers should be explicit
about the level of phenomena and the primary unit of analysis that the
investigation is focusing on, but also be aware of the influence of the phenomena
at upper and lower levels. Leclerc et al. (2012) investigated individual principals
and teachers and made school-level conclusions based on these data. This was
similar to work by Peck et al. (2009) when they were investigating innovations in
schools.
Digital Literacy
Digital literacy is the ability to find, evaluate, organize, use, and
communicate information in all its various arrangements, most particularly in
situations requiring decision making, problem solving, or the acquisition of
knowledge. In a published article in Skyline College Journal (2021), digital
literacy is a combination of research skills, critical thinking skills, computer
technology skills, and communication skills. Information literacy is essential for
academic success, effective functioning in the workplace, and participation in
society as knowledgeable citizens.
The Association of College & Research Libraries defines digital literacy as a
set of integrated abilities surrounding the philosophical discovery of information,
the perception of how information is produced and valued and the use of

li
information in creating new knowledge and participating ethically in
communities of learning.
The 1989 American Library Association (ALA) Presidential Committee on
Information Literacy formally defined digital literacy (DL) as attributes of an
individual, stating that a person, to be considered an information literate, must
be able to recognize when information is needed and have the ability to locate,
evaluate and use effectively the needed information.
The Alexandria Proclamation of 2005 defined the term as a human rights

issue:
"Digital literacy empowers people in all

walks of life to seek, evaluate, use and create
information effectively to achieve their
personal, social, occupational and educational
goals. It is a basic human right in a digital
world and promotes social inclusion in all
nations."
The United States National Forum on Information Literacy defined digital
literacy as the capacity to know when there is a need for information, to be able to
identify, locate, evaluate, and effectively use that information for the issue or
problem at hand. A number of other efforts have been made to better define the
concept and its relationship to other skills and forms of literacy. Other
educational outcomes related to information literacy include traditional
literacy, computer literacy, research skills and critical thinking skills. Digital
literacy as a sub-discipline is an incipient topic of interest and counter measure

lii
among educators and librarians with the beginning of misinformation, fake news,
and disinformation.
Academicians have argued that, in order to maximize people's
contributions to a democratic and pluralistic society, educators should be
challenging governments and the business sector to support and fund
educational initiatives in information literacy.
Wastiau et al. (2013) surveyed the importance of digital literacy in schools.
The investigation analyzed thirty-one European countries, finding teachers
mainly
used ICT to prepare for lessons, and rarely used ICT in the classroom. In
addition, the study mentioned the importance of improving ICT use at school to
reduce the gap between home and school for students. Therefore, in the study it
was important when assessing the ICT competence to include the skills and
attitude of the teachers and students.
The Importance of Digital Equity in Education
Resta & Laferriere (2015) posited that government initiatives aimed to
equip classrooms and build teacher capability in technology use encounter
acceptance, sustainability and scalability challenges. Among all these issues, the
most precarious challenge is meeting digital equity among students, teachers,
and administrations. For ICTs to empower education, there is a need to launch

liii
policies and initiatives that provide students and teachers with equitable access
to digital technologies.
While universities and other higher education institutes are considered as
the key sources of skilled workforce upon which a knowledge society is built, the
significance of ICT becomes more intense in universities to help build a
knowledge
society, making faculty’s ICT access an important area of investigation. Such
investigations carry even more importance in emerging countries such as
Pakistan,
given the higher prevalence of the digital divide problem in their contexts. Apart
from the Higher Education Commission of Pakistan’s ICT initiatives to
strengthen the quality, productivity, and efficiency of academic and research
activities in Pakistani universities highlighted in its own reports, there is not
sufficient literature available which provides much evidence on technology
practices in the universities of the country.
Teachers’ Experiences on Digital Divide
Historically, the digital divide has been examined, discussed, investigated,
and researched for years. The term first emerged in a report by the U.S.
Department of Commerce in 1996 and was utilized to describe a divide between
the “haves” and the “have nots,” those who did or did not own a computer. For
Dolan (2017) the digital divide focused on access to technology. Today, the digital

liv
divide can encompass frequent characteristics of computer access, including
differences in software, broadband, various demographic groups, and if access is
used as a producer or a consumer. In recent years, reviews regarding the digital
divide have started to focus on computer users’ proficiency with technology and
the differences among those who possess the knowledge to utilize computers and
the Internet to their greatest capacity and those who do not.
The digital gap is authentic and has serious life-long implications. Many
low-income students are powerless to access the tools that are often necessary to
succeed in and outside of the classroom. For McLaughlin(2016), there are
countless ways that an absence of internet access can affect a student’s academic
presentation. Students without the internet cannot make connections with
teachers or classmates, complete research, or access online homework help. For
parents and families, absence of internet access can often mean missing out on
information or losing out on a direct line of communication with schools and
teachers.
In a recent study, Valadez and Duran (2017) theorized that the digital
divide characterizes the technology gap between the rich and the poor, but the
authors experienced the term was naive in depicting the maximum impact of the
digital divide. While the digital divide, as a broad concept, defined the division
between individuals who have access to technology and those who do not, the
digital divide also describes inequalities in technology and learning.

lv
Researchers in higher education have widened the explanation of the
digital divide to replicate the disparities in access to information and technology
across the variables of race, ethnicity, income, education, and gender. For
Mossberger, Tolbert, & Stansbury (2013), several aspects are involved in these
disparities, including access, skills, economic opportunity, and democracy. The
access divide denotes to whether an individual has home access to a computer,
internet, and email and whether access is available outside of the home, at work,
school, the library, or the home of a friend or relative. For example, the individual
may not have access at home or school, but may have access at their public
library branch.
The skills divide denotes the individual’s level of technological and
information literacy competence. For example, does the individual know how to
find a specialist for a medical condition? Can the individual use word processing
software to write a letter? The economic opportunity divide refers to the
individual beliefs about computers and economic advancement. The democratic
divide gauges the attitudes and experiences of individuals concerning the
relationship of information technology to their political principles or actions,
In the United States, studies of the digital divide now focus more on the
global picture and what is happening in third-world countries. Consequently,
fewer U.S. resources, projects, and programs are addressing the digital divide
Carvin (2016) said that U.S. government squandering to close the digital divide
has decreased. For example, government funding for education technology grants

lvi
to the states was expected to be cut from $279 million to zero for the 2008 fiscal
year.
Digital divide research started with the observation of the number and
categories of persons who have a computer and network connection at their
disposal. This is a case of having a particular technological opportunity. The
technological orientation of this early digital divide research led to the
equalization of media or technology access with physical access. Currently, the
majority of this research still focuses on physical access. Some have extended the
concept of access for this purpose; others have added the concepts of (digital)
skills or competencies and media or technology use and applications. Here, a
model that extends the concept of access wa used as a framework to reveal the
main achievements of digital divide research.
The succession of types of access that characterizes this model was
validated in multivariate research. This succession is elaborated because media or
technology access should be seen as a process with many social, mental and
technological causes and not as a single event of obtaining a particular
technology. For Bucy and Newhagen (2014), material access is preceded by
motivational access and succeeded by skills access and usage access. When the
full process of technology appropriation is completed, according to this ideal
scheme, a new innovation arrives and the process starts again, wholly or partly.
Teachers’ Challenges on Digital Divide

lvii
For a lesson to be successful, a teacher must not only control the
knowledge on best practice in delivering the content, but be apparent in how the
content and pedagogical knowledge interrelate within the classroom. Shulman
(1986) examined this point three decades ago, and called it Pedagogical 8
Content Knowledge (PCK). The PCK was expanded by Koehler and Mishra
(2009) who integrated Technology Knowledge as a third knowledge domain that
teachers should possess. The framework model then became known as the
Technological, Pedagogical, and Content Knowledge framework (TPACK). The
framework encourages a teacher in effectively integrating ICT with purpose and
value, promoting meaningful use of ICT, stressing that not all use of the
technology will have a beneficial impact.
Robertson (2011) posited that the causes that appear to affect the
effectiveness in the use of ICT by the teacher are technology access, teacher
competence and appropriate preparation. He found that the lack of meaningfully
technology use in classrooms indicates a need for increased teacher preparation.
He expressed that using technology meaningfully was a necessary ingredient for
increasing student motivation, learning and engagement. Using technology
meaningful would require planning and preparation by the teacher. Teacher
preparation was further explored by Males (2014), whose research found that the
creation of a digital repository such as Learning Management System or Google
Drive for classes was an effective tool in aiding a teacher to implement a 1:1
device into the classroom.

lvii
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According to Johnson et al. (2013), when integrating ICT into the
classroom there is a wide range of tools available for teachers to. The realizations
of how these tools are used and integrated into the curriculum by the teacher
differ in the degree to which they are meaningful for learning. Laliberte (2019)
investigated the idea of how teachers could incorporate educational technology
tools to improve the learning of the students. His research established some
variety in the integration of technology, which was primarily projects, internet
research, and differentiated instruction methods. Similarly, Sipilä (2011)
initiated that educational organizations have not developed in parallel with
technological advances; teachers in basic education are still using ICT mainly for
informational, organizational,
evaluative, and lesson planning activities.
Canada Newswire (2012) revealed a significant difference between
teachers and students in motivation when teachers used the ‘usual’ tools
(presentation software and email) on a daily basis. They considered these tools
ineffective for learning by the teachers; nevertheless, the students stated that the
more useful the technology, the more significant the lesson was in learning.
Therefore, the selection of technology by the teacher is important, and must
engage meaningful learning of the students within the classroom.
The study by Lei and Zhao (2017) demonstrated that not all ICT use has a
beneficial impact on teacher learning. The research found well-accepted

lix
technologies used by teachers such as, ‘surfing’ the Internet, emailing friends and
word-processing for notes probably had little beneficial impact on student
academic performance. The educational technologies that did have a positive
outcome (meaningful use) on student achievement were the least popular by the
students.
Even though teachers may be willing to use ICT, MacDonald (2018)
recognized that barriers can exist that restrain teachers in the use of ICT through,
filtering, blocking, limited access to computers, poor infrastructure and
bandwidth. The funding of teacher training enhanced support in the use of ICT
resources and infrastructure, and provided support in the use of ICT for the
curriculum. However, with the majority of the focus being on hardware
implementation, Hunter (2013), posited that schools have invested enough in the
professional development of teachers to use the technology effectively. With the
improvement of the ICT infrastructure, other factors have been highlighted as
possible barriers.
Tondeur, van Keer, van Braak, and Valcke (2018) established barriers that
could affect the Meaningful Use of ICT. These barriers were ICT planning,
support and training, which had a significant effect on the use of ICT, and school
policies that were often weak and underutilized in this area. Mumtaz (2010)
acknowledged other barriers that could prevent teachers from using ICT
effectively. These barriers were the ICT experience of the teacher, onsite support
for teachers, supervision of students while using ICT, lack of ICT specialized

lx
teachers and the time required to integrate technology into the curriculum and
financial support.
Teachers’ Recommendations on Digital Divide
Time and resources have to be devoted by schools into the decisive
professional development of teachers’ ICT Skills. The speculations cannot be a
quick fix, but a long-term efficient school approach that initially assesses the ICT
Skills of the students and the teachers of the school. Allowing schools to tailor
specific professional development to the requirements of the individual teacher is
helpful.
The study of Grigg (2016) demonstrated the varied range in ICT Skills of
the teacher. The study has suggested a link between teacher ICT Competence and
Meaningful Use of ICT in the classroom. The research was partial to one private
secondary school; therefore, further research could be instigated into widening
the sample range to include coeducational schools, primary as well as other
secondary schools. The larger sample range would improve the cross sectioning
of the sample range, providing additional insight into the extent of the Digital
Divide and meaningfulness in the uses of ICT across all sectors of schools.
The instruments used to gauge the teachers, and students’ ICT
Competence could be adapted specifically to a schools’ future ICT plan.
Supplementary research could then be decided on using the data from the ICT

lxi
Skills of the teacher and student to create specific individual learning conduit for
the teachers of the school. Once the teachers had completed the individual
pathway, they would then re-analyse the data to observe if any difference had
occurred with the Digital Divide and the Meaningful Use of ICT in the classroom.
Assessment of these results would then be pre-required and a post study to
detect if the personalized learning of the teacher had improved the Meaningful
Use of ICT usage in the classroom. The study conducted by Groff (2013) has
demonstrated that the ICT competence of the teacher, when compared with the
competence of his/ her students, is likely to have an effect on the Meaningful Use
of ICT in the classroom. Higher levels of the Meaningful Use of ICT were
apparent when the Digital Divide was in favor of the teacher.
However, even when the Digital Divide was in approval of the teacher, the
rating of the Meaningful Use of ICT was only at the Developing level. Further
research would benefit schools in understanding how to support teachers to
improve the use of ICT in the classroom. The findings of this study would suggest
that a first step in improving the use of ICT in classrooms would be to ensure
teachers have a level of ICT competence at least proportionate with the average
student in their classes. To realize this, ongoing professional learning and
support for all teachers would be required.
Teachers’ Experiences on Digital Literacy

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Technological development the world over has instructed curriculum
planners and practitioners to integrate the use of digital tools in school
curriculum implementation, For Prensky (2016), the use of digital tools for
teaching different subjects and for research is a global phenomenon, and
progressive schools are making efforts to improve their digital infrastructure in
order to enhance their teaching. In an educational context, digital literacies are
nearly always concerned with improving critical thinking relating to subject
understanding.
As Future Lab (2018) put it in their work, they are concerned with
‘research and evidence on developing digital literacy and digital participation in
the classroom and for them ‘digital literacy means knowing how technology and
media affect the ways in which we go about finding things out, communicating
with one another, and gaining knowledge and understanding’. Appropriately
designed digital technologies, can enable a more critical understanding of
subjects and disciplines than that afforded by information literacy alone.
Digital literacy as a separate precept of education is difficult to perceive,
understand and assess. Some researchers have made an effort to meet these
challenges by creating a comprehensive framework for digital literacy. Eshet-
Alkalai’s (2014) specified digital literacy framework includes five types of literacy
skills: photo-visual literacy, reproduction literacy, information literacy,
branching literacy, and socio-emotional literacy.

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i
Moersch (2016) fashioned the Levels of Technology Implementation
(LoTi) framework used to assess technology integration levels of educators. This
has been adapted into a new version titled the 16 LoTi Digital-Age Survey, which
is based on the levels of teaching innovation framework. It is used to determine
the teaching innovation levels of educators. The Partnership for 21st Century
Skills framework includes an Information, Media, and Technology Skills
subframework as one of four key elements. The other elements are Core Subjects
and 21st Century Themes, Learning and Innovation Skills and Life and Career
Skills. Although the Partnership separates the elements for discussion and
assessment purposes, it presents all components as fully interconnected and a
part of the larger process of teaching and learning in a 21st century environment.
Gilster (1997), one of the first scholars to use the term “digital literacy”,
says it can also be viewed as a positive attitude and awareness by teachers and
learners to use digital tools appropriately in an effort to access, integrate,
evaluate, synthesize and analyze digital information resources as well as co-
constructing and extending knowledge boundaries in the educational arena. He
further identified four key competences, namely assembling knowledge,
evaluating information, searching, and navigating non-linear routes in order to
discover patterns and relationships. Assembling knowledge involves
accumulating constitutive data and processing it by intellectual procedures into
meaningful and usable units. Evaluation information involves accreditation,
authentication and relating to diverse situations and contexts.

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In support of the above views, Gallardo-Echenique, De Olivera, Marque-
Molias and Esteeve-Mon (2015) say that digital literacy is a convergence of
several literacies including elements of ICT literacy, information literacy, media
literacy and visual literacy. In the circumstance of township secondary schools,
the set of skills and practices involving digital tools create English learning
opportunities and access to content knowledge by learners in the digital age.
According to Rokenes & Krumsvik (2016) digital literacy covers an
awareness, attitude, and ability of individuals to appropriately use digital tools to
identify, manage, access, integrate, create media expressions, communicate with
fellow learners, analyze, evaluate, construct new structures of knowledge, and
enable constructive social action.
Lankshear, Green, and Snyder (2015) asserted that literacy education
carries on to involve students learning and using old skills, but applying them in
new ways using innovative technologies and new media. There is currently no
requirement that teachers demonstrate that they are digitally literate and capable
of applying those skills utilizing 21st century technologies.
Monroe (2014) called for an essential pedagogy for the digital age.
According to her, the digital literacy issues facing those non-white poor students
on, what she calls “the other side” of the digital divide. Monroe says that the
majority of these issues revolve around merging writing theory and pedagogy
with nonwhite, indigenous people. As areas on the other side of the digital divide

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become engrossed in electronic media, the impact of technology on This short of
a digital voice in the developing digital spaces marginalizes the ethnically diverse.
Some of this responsibility to narrow the digital literacy disparities that lead to
digital divides inherently falls on teachers, thus, it falls on College of Education
(COE) faculty to teach candidates how to best integrate technology into their
learning designs as a means of action oriented critical pedagogy and as a part of
the process of becoming innovative teachers.
Teachers’ Challenges on Digital Literacy
Challenges exist to teacher planning integrating digital literacy in the
process. Dever & Lash (2013) stated that poor administrative supports, lack of
time, and additional school schedules are three main barriers to teacher.
Moreover, unpredictable events, such as when administrators change the daily
school schedule, challenge teacher planning. When this occurs, teachers must
adjust their schedules and time according to their administrators’ request to
accommodate additional school activities such as aligning test schedules,
completing paperwork, or organizing synchronous and asynchronous classes.
These interruptions force teachers to take into account what students would miss
when such adjustments are made and plan when to include missed lessons.
Additionally, lack of guidance and support from the school’s administration
create challenges to teachers’ literacy.

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Collaborative involvement in planning can assist teachers in making
decisions about instructional materials and classroom resources, as well as in
creating schedules to improve instruction and schooling for their students. In
addition, when teachers and administrators’ come together to solve shared
problems teachers are empowered and develop a sense of autonomy in their
teaching. While planning is a significant component to effective instruction there
is a shortage of studies that examine planning for technology integration.
Hutchison and Colwell (2016) assert that when planning to integrate technology,
it is important to consider the academic content first and then select digital tools
that align with that content and their pedagogical goals.
Similarly, Gormley and McDermott (2013) conducted a case study that
examined the structure of lessons when teachers planned to integrate digital
literacies. The participants were 12 teachers attending graduate school who were
participating in an afterschool practicum over a six-week period. Students in the
program were struggling readers and writers. The researchers were interested in
the structural elements of an after-school digital literacies program. The lessons
the teachers 37 planned included lesson openings, which was a challenging
question related to the instructional theme.
The second structural element of teachers’ lessons was a focus on the
students’ fluency. During this part of the lesson, the students assessed their
fluency by recording their reading on the Audacity website. Then, they had the
students create graphic panels using the website Kerpoorf. Teacher highlighted

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that thinking and planning the lessons provided opportunities for them to learn
how to integrate these literacies into their teaching. In addition, the findings
suggested that the digital literacies emphasized the social nature of learning, and
that almost all children worked collaboratively as they read, composed and
searched the Internet for information.
According to Pahomov (2014), teachers’ active participation in the digital
environment improves their digital competence levels, thereby developing
solutions to real-life problems. For Moodley (2013), critical thinking involves the
ability to carry out logical, mental constructions clearly and rationally, explore
problems, integrate all available information, and arrive at a hypothesis or
solution through systematic means. In his study the concept of digital tools refers
to critical thinking support tools that can be used to make logical relationships
and interpret data for possible options to human problems.
Digital literacy includes the ability to read, interpret, analyse and write
comprehensible textual matter for communication, transfer, storage and retrieval
in English learning contexts. Newlands and Handley (2016) view digital literacy
in formal learning contexts as being subject related, but also view it as a learning
skill that needs to be taught and supported.
In a study conducted by Rwodzi (2018) on South Africa’s digital literacy
experiences in English language teaching, he found that tertiary education in
South Africa faces many challenges. In general, students who enter tertiary

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institutions lack proper preparation for the academic courses they enrol for.
Jaffer-N’gambi and Czerniewicz (2007) state that a lack of computer skills,
integration of learning experiences with ICTs and previously attained constructs
of knowledge, and an incapacity to engage with learning material at a higher
cognitive level, are common problems among students.
In view of the challenge mentioned, a number of studies have been carried
out on digital literacy and teacher competence, but this exploration focuses on
initiatives by teachers as they adapt to the digital literacy in English and its
pedagogy. Even though technology cannot address all the educational challenges
faced by learning institutions and individuals, it has the potential to widen
conventional English teaching and learning activities under certain
circumstances.
Thanasoulas (2001) contended that students who do not come from
suitable educational backgrounds are unable to accurately understand and
interpret information that is presented to them through technology. For
computer technology to support cognitive functions and encourage higher
learning outcomes, teachers have a duty to reconceptualise the way digital tools
are used in the integration of theory and practice.
Semi-structured interviews conducted by Rwodzi (2018) revealed that
some participants lack skills in teaching digital literacy because they do not have

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access to training facilities. This lack of skill is particularly common for teachers
who have been teaching for some time and who did not receive any formal
training on the teaching of digital literacy in secondary schools. The fact that
digital literacy is not formally examined in any subjects except Computer
Applications Technology
(CAT) makes it optional for teachers to focus on teaching it in class. Despite the
above-mentioned situation, young participants in this study raised concerns over
the use of abbreviated language, emoticons and images common on the social
media.
According to Humphrey (2017), teachers’ concern about cyber linguistics
is about the pillaging, savaging, and wrecking of the purity of the English
language. Participants also raised issues of cyber bullying, shortage of digital
devices and 166 vandalism of digital equipment. The participants’ main concern
was that the content constructed and used for digital literacy practices was not
examined. The scarcity of computer technology in township secondary schools is
a serious threat to the teaching of digital literacy in English. The situation is
further exacerbated by school policies that forbid the use of cell phones during
classes.
Teachers’ Recommendations on Digital Literacy
A policy is designed to provide control and management techniques of a
system. While defining the term “policy” in general, in this study policy refers to

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guidelines informed by legislation and traditional practices of groups, entities,
institutions, and government departments for their operations. In relation to the
focus of the study, Rwodzi (2018) recommended that the Department of Basic
Education should include pedagogical strategies to assist teachers in using and
teaching digital literacy related to English.
The policy on digital literacy pedagogics needs to be supported by training
that provides skills for all practicing English teachers. The policy should also
clearly point out how procurement of digital equipment in schools and use by
learners can be facilitated. The guidelines should empower teachers on how to
use digital literacy in the teaching of English.
The policy should prescribe the strategies and network connections to be
used. It should be more explicit on the strategies and provide detailed description
of the process. In this way standardization will be attained and teachers could
benchmark their teaching and use of digital literacy on some level. The policy
should be amended from time to time in order to shape teacher and learner
relationships and participation in cyberspace.
In support of the policy, monitoring tools and annual evaluation reports
should be submitted in order to monitor progress on development and challenges
in the implementation strategy of digital literacy. The current position on the use
and teaching of digital literacy makes it optional for teachers to participate
because it is not assessed at the end of the academic program.

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In one of the researches on teacher resilience, it is understood that as an
adjustment to varied situations and an improvement of competence in the face of
adverse conditions, teachers try to improve their digital literacies. Windle (2010)
defines resilience as the process of effectively negotiating, adapting to, or
managing significant sources of stress or trauma. Teachers’ adaptation to new
methods and paradigms in teaching and adjusting to classrooms with audio
visual material is part of resilience. In this study, resilience in English teaching
needs to be studied in order to make a pragmatic affiliation to digital literacy. The
inclusion of teacher resilience in her research is a challenge to understand
teachers’ initiatives to adapt to new methodologies.
According to Blau, Peled & Nusan (2016), digital literacy in the English
intellectual puzzle consists of digital tools, subject content knowledge, adaptation
to new learning and teaching material and the pedagogic content knowledge. It
was the inadequacy and lack of authentic pedagogic strategies that prompted me
to explore teachers’ initiatives as part of their resilience to teach digital literacy in
resource-constrained public schools.
Intervention Program
When teachers of young children do have the opportunity for some lived
interaction with students—over videoconference, for example—researchers
suggested sticking to the kind of explicit, systematic instruction that has been

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proven effective for teaching how to read words in an in-person setting. But
many teachers won’t have the same amount of face-to-face time that they’ve had
in previous years, and schools say they’re relying more on digital tools. In a
nationally representative EdWeek Research Center survey, 63 percent of
educators involved in K-2 reading said that they or the teachers they work with
are using tech-based reading programs somewhat or much more frequently than
they were before the school shutdowns.
The survey also asked which core and supplemental programs respondents
had used to teach students how to read during remote learning. Two of the most
popular resources were digital programs that target lessons to students based on
the specific skills they need practice with: Lexia and iReady. In general, most
research on technology-based programs for teaching early reading has looked at
how effective these programs are in combination with classroom teaching.
One 2013 review from education researchers Alan C.K. Cheung of the
Chinese University of Hong Kong and Robert Slavin of Johns Hopkins University
looked at 20 studies spanning students in grades 1-6. The strongest effect sizes
came from studies in which teachers worked with students in smallgroup
settings, using technology that was closely aligned to their curriculum. Cheung
and Slavin found a smaller positive effect for stand-alone supplemental
programs, like Lexia. On the whole, though, the average effect size across all
studies was much stronger for younger students (grades 1-3) than older students.

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Other papers have also made the case that teacher implementation,
unsurprisingly, plays a big role in reading program effectiveness. Two meta
analyses, from 2012 and 2014, both found that programs that included teacher
training and support were more effective than those that did not. (These papers
included studies with a range of K-12 students, though, not just young learners.)
It is hard to know how effective digital reading programs will be if students
are working through them at home. These programs are designed to be a part of,
or a complement to, in-person instruction. The effectiveness could be
compromised, and there’s also the potential for students to feel isolated and
withdraw from learning, said Timothy Shanahan, a professor emeritus at the
University of Illinois at Chicago and an author of the National Reading Panel
report. “Trying to stretch these [programs] to be more than they are, more than
intended, might be OK, but I’m worried about it,” he said.
Synthesis
The related literatures used and cited in this study proved to be helpful in
the outcomes of the research. From most theses, dissertations and journals,
including the retrieved articles from the internet, valuable insights, concepts and
ideas can be drawn, which may prove or disapprove the researcher’s own
perception and views.

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One such work is that of Grigg (2016), where the effects of digital divide
between students and teachers as regard to the meaningful use of technology
were discussed. His work emphasized whether digital divide existed, and if and
when, whether this affected the use of technology. This work was very much
similar to that of the present study as the researcher proved that digital divide
does exist within and between the teachers of Manila.
Bates (2015) stated in his research that technologies’ role in education
goes back at least 2500 years. Oral communication was the earliest means of
education and over time, as various technologies have been developed,
technologies have increasingly been used to facilitate oral communication. This
was beneficial in the current study because it focused on the evolution of digital
technologies the difference was technology before was only used for
communication, the purpose of using technology nowadays is use
communication, online teaching and online learning.
For Pearson (2015) due to high demands of student achievement and
accountability, if teachers felt the use of technology had a positive outcome on
their students' learning it was more likely they would integrate it into their
practice. It was similar to the present study because online learning somehow
brings good effects in teaching-learning process like catching students’ attention,
applying PowerPoint animations and using lesson videos. Using innovations in
online teaching makes online learning more interesting and enhances students
learning.

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The present study was comparable to Banks (2017) research since changes
in technology enable teachers to access information on a global scale through the
Internet to improve their learning on using digital technologies and students use
Internet resources to enrich learning experiences. The current study, on the other
hand, focused on teacher's use of digital technologies in teaching.
The study of Laurillard (2012) had similarities to the current study since it
also addressed the strong relationship between education and technology.
Laurillard’s study recognized technologies as being important drivers for
education, even though most technologies used in education have not been
specifically developed for educational purposes.
Wright (2015) focused on improving the way pupils are taught, it is
important that students learn to use computers to improve their work and
prepare for careers in a world where computers have been as a common as the
pencil and paper. It is similar to the current study because the focus of both
research is on technology, the difference is the respondents of the study. Wright
(2020) used learners as the respondents while the current study will be using
teachers to know their experiences and challenges in using digital technologies.
Gaffney’s (2010) research was important in this study because it addressed
the complex decision-process for teachers’ considerations in adopting
technological innovations. Teachers’ decisions were influenced by their
personality, experiences, professional knowledge, and relationships. The current

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study also wants to know the teacher’s experiences and personal skills in using
digital technologies under the new normal.
Ottestad’s (2013) research focused on correlations between the attitude
and behavior of the school leader regarding the use of digital technologies in the
school and the attitude and behavior of the teachers regarding the use of digital
technologies. It follows that the perspectives of school leaders on technical
infrastructure and support influence their leadership and vision for the
educational use of technologies. These factors in turn became important for the
development and encouragement of teachers' educational practice using digital
technologies. It was important in this study because the output of this research
was the basis for digitalization intervention program. It was different in a way
that digitalization today should not only depend on the decision and personal
perception of leaders. It is a must for the department to have digitalization
intervention program to address teachers’ experiences and challenges in using
digital technologies.
However, the present study contrasted with some of the works and studies
conducted by various researchers. For instance, Yousef and Dajani’s (2014) study
revealed the benefits accrued to the teachers who participated in a professional
learning community. They investigated a group of Palestinian English language
teachers’ views of collaborative learning communities and the impact of these
learning circles on their instructional practices. They found that collaborative

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learning communities offered the teachers not only the chance to observe,
examine, and reflect on their own learning but their colleagues’ practices, as well.
Hence, their effective collaboration necessitated more than physical togetherness
among teachers. Furthermore, their collaborative learning community led to
deeper learning and offered opportunities for them to help one another find
alternative solutions for their instructional problems. Moreover, the teachers
reported that participating in the learning circles improved their ability to talk
about their practice and their confidence and cultivated a culture of collaboration
and learning among the members of the group.
In contrast with the above-mentioned research, the present research
posited that though collaboration among teachers is important and vital to the
educational field, the researcher speculated the role of self-management and
learning in the digital world. Digital literacy, though may be taught and learned
with others, involved also self-training through different factors of motivations.
Theoretical Foundation
This study was anchored on the Theory of Digital Divide postulated by Jan
van Dijk (2013). He developed a framework that hypothesized that there is an
economic and social gap between the population of a nation and their access to
technologies pertaining to information and communication. The economic the

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inequality increases in the macro economy that extends to regions within a nation
– between nations, geographic areas and demographic areas.
The theory of the digital divide of Jan A.G.M. van Dijk was developed over
a ten-year period, culminating in its full and mature presentation and
explanation in book form. The core of the theory posits that inequalities of
personal position and background result in inequalities in resources for the
individual, which lead in turn to inequalities of access and finally to disparities in
participation by the individual in society. That participation in turn feeds back to
positional characteristics which forms a full feedback loop. The fundamental
assumption is that inequalities are perpetuated throughout the entire process of
accessing and using technologies in society.
The model steps are for the individual and imply time lags, although time
is not given formal prominence in the theory. The individual’s positional
characteristics are indicators known in the digital divide literature to be
influences on technology access and use. These characteristics for van Dijk theory
contribute to inequalities in digitally-related resources for persons. Personal
characteristics are posited also to influence resources. A person’s age, gender,
intelligence, and health can impact extent of resources. For instance, mental
(knowledge) resources available would be different for a young, intelligent,
healthy female versus an elderly, ill, and less intelligent male. The personal
characteristics similarly can contribute to amount of time available for digital
activities, for instance certain illnesses might limit time available.

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The theory of van Dijk, modified from inequalities among combinations of
personal and positional categories impact the amounts of resources a person has.
Hence, the resources including time, material, social, cultural and knowledge-
mental, are also unequally distributed. In the theory, unequal resources
combined with the unequal process of developing access led to the full factor of
access.
The access process steps are delimited in the theory as a circular process of
motivation for access, access to material hardware and software, developing ICT
skills and gaining access to usage. This feedback process takes place over time
and often through iterative steps. Finally, once overall access is achieved, almost
certainly with inequalities, access leads to societal impacts, which include
impacts on the economy, culture, politics, institutions, and through social
networks, and in geographical locations.
Van Dijk has developed a context for evaluating access that is supported by
a particular theory but that is also appropriate to serve as a stepping stone for an
unbiased elucidation of highlights of digital divide research in general because it
is so broad. Van Dijk calls his theory resources and appropriation theory. It is a
version of structuration theory (resources) and acceptance theory
(appropriation).
The core argument of the theory can be abridged in the following
statements: 1. Definite disparities in society produce an inadequate distribution
of resources. 2. An unequal distribution of resources causes unequal access to
digital technologies. 3. Disproportionate access to digital technologies also

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depends on the characteristics of these technologies. 4. Disparate access to digital
technologies brings about unequal participation in society. 5. Unequal
participation in society reinforces categorical inequalities and unequal
distributions of resources.
Conceptual Framework
In the educational context, digital technologies have drastically altered the
manner in which individuals acquire new information, resulting in information-
and knowledge-based societies. As such, the learning process has been
considerably revised by the new modes of meaning making and knowledge
gaining brought about by the emergence of such technologies. As a result,
thereof, the education sector has been radically transformed by the digital age in
numerous ways.
Insofar as digital technologies have the capacity to transform all sectors of
society, the efficient use of such technologies by individuals has the capacity to
change one’s life trajectories. One’s encounters with digital technologies may
affect his or her life outcomes in terms of educational advantages, future
employment and earnings, opportunities for social and civic involvement.
For Zubiri and Tomacruz (2016), access to ICTs may possibly influence
one’s educational outcomes in many ways. From improving teaching
performance to enhancing psychosocial aspects (confidence, self-esteem, and
self-efficacy) to enabling individuals to have higher objectives for their highest

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educational attainment in their lifetime, access to digital technologies play a
significant role in directing one’s life pathways beginning with the experiences
they have with the use of ICT.
The following figure shows the flow where the research went. The
graphical representation shows the experiences, challenges and
recommendations on digital divide and literacy as to access, utilization and
receptiveness. Through the findings of the research, an intervention program was
proposed to be used in schools to address teacher’s technological needs under the
new normal.
Teachers’ Digital Divide

and Literacy
Experiences in Challenges in Recommendations

digital divide and digital divide and in digital divide
literacy: literacy: and literacy:
Access Access Access
>Material >Material
>Material
>Motivational >Motivational >Motivational
>Skills >Skills >Skills
Utilization Utilization Utilization
Receptiveness
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Intervention
Program
Figure 1.
A Research Paradigm on Exploring Teachers’ Digital Divide and Literacy: An

Intervention Program
Definition of Terms
The following terms are defined operationally for a better understanding
of this study:
Availability refers to opportunities for teachers to materially access different
digital technologies in teaching.
Challenges refer to the trials and tribulations teachers go through following the
use of digital devices.
Digital accessibility refers to the availability of tools, equipment and other
necessary gadgets which can be used in the teaching-learning process.
Digital Divide refers to the gap between teachers as regard to technological

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know-how, usage, and accessibility.
Digital Receptiveness refers to the degree of responsiveness of teachers in the
use of technology.
Digital Utilization refers to the ability of teachers to use and consume digital
technologies in education.
Experiences refer to the personal accounts of teachers as to the use of digital
technologies and devices, as well as knowledge and skills in using them.
Intervention Program is a series of activities done to address teachers’
problems and needs in using technology, as well as for their professional
development.
Internet Connectivity refers to ways that the technology used by the teachers
can connect to the internet. This is needed for online teaching,
communication, and attending online seminars for professional
development.
Literacy refers to the teachers’ skills and ability to find, evaluate, and
compose clear information through writing and other media on various
digital platforms. It is evaluated by the teachers’, composition, typing skills
and ability to produce text, images, audio and designs using technology
Material Access refers to the ability of teachers to gain access to internet-
connected devices such as, but not limited to laptops, desktops, cellular phones
and wifi connections.
Motivational Access refers to the drive and enthusiasm of teachers in using
gadgets in their teaching.

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Recommendations refer to a suggestion or proposal as to the best course of
action, especially one put forward by an authoritative body.
Skills are the expertise of teachers in using and navigating digital technologies in
performing their job, which may include, but not limited to texting,
sending e-mails, computing grades, and using Microsoft excel.
Skills access is the ability of teachers to use their expertise in computer
manipulations.
Teachers as used in the study, are all the teachers of Bagong Barangay
Elementary School who may or may not be using digital technologies in
delivering their lessons and assessments online.
Chapter 3
METHODOLOGY
This chapter deals with the research design of the study, research locale,
respondents of the study, research instrument, tool validation and reliability,
data gathering procedure, ethics protocol, and statistical treatment to be used.
Research Design

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This study used the Descriptive Phenomenological Method for the lived-
context of the participants, converging on their perspectives and the personal
beliefs of the researcher. For Giorgi (2009) the method allows the researcher to
keep the tone of the participants in the research without abridging their views out
through analysis. Rather, it is the subjective-psychological perspective of the
participant that captures my interest as the researcher. Intrinsically, it is not only
the “reactions” and “behaviors” that are included in the data, but also the
thoughts, impressions, feelings, interpretations, and understandings of the
participants’ experiences that the researcher will be scrutinizing.
According to the study of Broome (2011), the Descriptive
Phenomenological Psychological Method is a five-step system of research that
holds Husserlian Phenomenology as its philosophical foundation. Because
Husserl was a philosopher, Giorgi (2009) needed to modify Husserl’s method to
be useful for psychology. In doing so, Giorgi’s (2009) five-step method provides
the systematic rigor of “science” while not reducing his treatment of the persons
studied.
Phenomenology is concerned with the study of experience from the
standpoint of the individual, ‘bracketing’ taken-for-granted assumptions and
usual ways of perceiving. Phenomenological approaches are based in a model of
personal knowledge and subjectivity, and emphasize the importance of personal
perspective and interpretation. As such they are powerful for understanding

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subjective experience, gaining insights into people’s motivations and actions, and
cutting through the clutter of taken-for-granted assumptions and conventional
wisdom.
Fr Husserl (2002), phenomenological research has overlaps with other
essentially qualitative approaches including ethnography, hermeneutics and
symbolic interactionism. Pure phenomenological research seeks principally to
describe rather than explain, and to start from a perspective free from hypotheses
or preconceptions. Phenomenological methods are particularly efficient at
bringing to the fore the experiences and perceptions of individuals from their
own perspectives, and therefore at challenging structural or normative
assumptions. Adding an interpretive dimension to phenomenological research,
enabling it to be used as the basis for practical theory, allows it to inform, support
or challenge policy and action.
Research Locale
The study was conducted at Bagong Barangay Elementary School, which is
one of the eleven schools in District VI of Manila. It is located at J. Zamora St.
Pandacan, Manila. The school enjoys a rich history as one of the oldest
community elementary schools in Pandacan, established in 1961.
There are eight (8) master teachers and sixty-three (63) teachers who are
currently teaching in this school. Out of these, twenty (20) teachers were selected

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purposively to be the participants.
Participants
The participants of this research study were the teachers at Bagong
Barangay Elementary School, Division of Manila. A total number of twenty (20)
teachers with at least three years’ experience were selected as participants.
Table 1
Distribution of Teacher Participants
Participants Number of
Participants
Teacher I 3
Teacher II 7
Teacher III 7
Master Teacher I 2
Master Teacher II 1
TOTAL 20

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The participants’ years of service were reflected in the participants’
responses in the questionnaires distributed to them. Teachers who were at least
three years in service were considered in the study.
Sampling Technique
For this study, the researcher employed the purposive sampling which is
also referred to as a judgmental or expert sample. The main objective of a
purposive sample is to produce a sample that can be logically assumed to be
representative of the population. This is often accomplished by applying expert
knowledge of the population to select in a nonrandom manner a sample of
elements that represents a cross-section of the population.
For Ames, Glenton and Lewis (2019), in a qualitative evidence synthesis,
large amount of data due to a large number of studies can weaken the
researcher’s ability to perform a thorough analysis. Purposive sampling of
primary studies for inclusion in the synthesis is one way of achieving a
manageable amount of data.
In the journal, Laerd Dissertation (2012), purposive sampling embodies
a group of different non-probability sampling techniques. Also known
as judgmental, selective or subjective sampling, purposive sampling relies on
the judgement of the researcher when it comes to selecting the units that are to
be studied. Usually, the sample being investigated is quite small, especially when
compared with probability sampling techniques. Unlike the different sampling

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techniques that can be used under probability sampling, the objective of
purposive sampling is not to randomly select units from a population to create
a sample with the intention of making generalizations from that sample to the
population of interest.
The main goal of purposive sampling is to focus on particular features of a
population that are of interest, which will best enable the researcher to answer
his research questions. The sample being studied is not representative of the
population, but for researchers pursuing qualitative or mixed methods research
designs, this is not considered to be a downside. Rather, it is a choice, the
purpose of which varies depending on the type of purposing sampling technique
that is used.
Research Instrument
To collect the data needed for this study, the researcher prepared a
researcher-made and validated interview guide that measured the teachers’
experiences, challenges and recommendations on digital divide and literacy.
The interview guide was divided into two (2) parts namely: Part I – Profile
of Participants and Part 2- Teachers’ Perception on Digital Divide and Literacy.

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Part 1 – Profile of the Participants, presented questions about the
personal standpoint of the teacher-participants at the time of the study. It
included only the question about the years in service of the participants as this
was needed in the inclusion criterion.
Part II – Teachers’ Perceptions on Digital Divide and Literacy, uses open-
ended questions. The structured interview consisted of questions that focused on
the challenges, experiences, and recommendations of the teachers in digital
divide and literacy as to accessibility, utilization and receptiveness.
The interview guide for the teacher-participants consisted of five parts: Ice
Breaker Questions topic introduction, problems and challenges, solutions and
interventions, and general recommendations. This utilized qualitative questions
about recommendations, challenges, and experiences of the participants on
digital divide and literacy.
English language was used as a medium of communication in the conduct
of interview to the teacher-participants. However, they were given the option to
answer in any language they were comfortable with. The responses were
thematically analyzed to obtain the general response of the participants of the
study regarding digital divide and literacy.
Tool Validation

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The interview guide was submitted to the adviser for suggestions and
improvement and presentation. Corrections and suggestions were considered to
finalize the instrument. To test the validity, effectiveness, and reliability of the
instrument, this was submitted to 1 public school district supervisor, 2 principals,
an IT expert, and an English teacher.
Data Gathering Procedure
The study explored the experiences, challenges and recommendations of
teachers in digital divide and literacy as to accessibility, utilization and
receptiveness of teachers in ICT.
It considered the following procedural steps:
After noting the suggestions given by the experts during the preliminary
defense, revision of Chapters 1-3 immediately followed to secure permit to
conduct the study from the Office of Graduate School.
The researcher asked permission from the Department of Education-
Manila to conduct the study upon approval of which, the guide questions, was
constructed and validated to obtain needed information from the teachers.
Online interviews of participants were held as data gathering procedure.
The chosen participants were asked about their time availability for the conduct
of the interview.

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A semi-structured interview guide was used to keep the interactions
parallel while allowing individual perspectives and experiences to emerge, which
according to Patton (2012) can help in the discovery of participants’ personal
perspectives on the topic.
Participants were interviewed on the language they could freely expressed
themselves with. The researcher noted both the verbal and non-verbal responses.
The researcher noted down the nonverbal gestures and cues observed during the
interview while verbatim responses of the participants were audio-recorded and
transcribed after the session. Debriefing sessions were also provided to the
participants after the said interview.
Suggestions and recommendations for the improvement of the study from
the interviewees were considered in the final draft of the research output. After
which, the study was presented to the research adviser and the panel statistician
for critiquing in preparation for oral defense.
Ethics Protocol
In order to uphold the university’s standards on quality and integrity, the
researcher employed professional standards in conducting the study, especially in
administering the interview guide to the teacher-participants. The researcher also
guaranteed privacy and anonymity and gave adequate information regarding the
nature and purpose of the research to ensure the assurance of all data to be

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gathered from them and it would be upheld with ethical standards and utmost
confidentiality according to the Data Privacy Act of2012. It would only be used
for the purpose of research and advancement of quality education. They were also
informed that their participation in the study is voluntary and with no
compensation at all. The participants were also to withdraw from participating at
any point and under any circumstances, and that their participation in this study
would not pose any risks and discomfort to them.
Data Analysis
The Descriptive Phenomenological method in Psychology uses a five-step
method of data analysis based on some principles of phenomenological
philosophy. In each step, the researcher explained the procedure and its parallel
theoretical concept that supported its purpose and character. Therefore, the data
analysis was done once the interview has been transcribed and the text has
become the “empirical evidence” analyzed for its psychological implications.
The first step of the phenomenological psychological method was for the
researcher to assume the phenomenological attitude. The phenomenological

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attitude is unlike the natural attitude or everyday way of understanding the
world. In the phenomenological attitude, the research “brackets” his or her
everyday knowledge to take a fresh look at the data. In other words, the
researcher puts aside his or her presuppositions, theoretical, cultural,
experiential, or otherwise. The concept of “bracketing” comes from Husserl’s
(2008/1931) epoché in which the researcher allows him or herself to be present
to the data without positing its validity or existence. This means that the
researcher allows herself to see the data as it appears without doubt or disbelief.
Additionally, the researcher did not posit the real existence of any object or state-
of-affairs that is given to consciousness. Rather, because it was given to
consciousness, the researcher took the object (or state-of-affairs) as it presented
itself rather judging its veracity from the objective perspective. So, the bracketing
and withholding of existential positing allowed the researcher to see and thus
described what was present for consciousness from the participant’s first-person
perspective
The second step in the data analysis required the researcher to read the
entire simple description to get a sense of the whole experience the “naïve
description” provided by the participant was taken in the natural attitude in the
way that he or she would experience things in the mode of everyday living from
the commonsense perspective. This was done without a critical ordinary,
everyday experiences. However, the researcher remained in the
phenomenological attitude that “puts out of action” all common-sense

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presuppositions in order to conduct a critical reflection about the participant’s
experience in order to describe how it was phenomenally experienced.
The third step in the data analysis was the segregation of “meaning units”
within the narrative so that the data can be dealt with in manageable. As the
researcher went through the narrative text in a subsequent reading(s) with the
purpose of determining where places of meaning shift within it. The stream of
experience in consciousness has “landmarks” in a way that is analogous to how
we see the windings, rapids, and falls in a water stream. The researcher got the
meaning units of each of the experiences given by the participants. To distinguish
the meaning units, the researcher marked the meaning unit demarcations with a
forward slash (/) at the cleavage between two meaning units, but each meaning
unit was identifiable by its numerical labeling at its beginning point. The
numerical identification was expressed in superscript. Therefore, the meaning
unit began with a superscript font numerical identifier and end with a forward
slash. It was acceptable to combine or divide meaning units as one’s familiarity
with the data provides clarity about better places for their distinctions. Overall,
the researcher did commit to the initial descriptions and battle through them as a
rule.
The fourth step was changing the meaning units into psychologically
sensitive descriptive expressions of each of them. The researcher took the
phenomenon at the psychological level to practice science rather than the
transcendental level which is to practice philosophy. It was individualized rather
than taken as a whole. The meaning units were re-expressed in the third-person

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while remaining faithful to the meanings expressed by the participant. The
change to the third-person language did not change the meaning content, but
assisted the researcher in remaining in the phenomenological attitude. Taking
each meaning unit in its third person form, the research transformed it into a
statement that expressed its essential psychological meanings. The
transformations required the researcher to use Husserl’s (2008) intellectual
procedure known as imaginative variation to determine the essence of the
phenomenal structure of the experience. Imaginative variation was performed by
the researcher by changing qualities of the object being analyzed so as to
determine which qualities were essential and which were present but not
required.
Sokolowski (2008) pointed out that concept of parts and wholes is not
original in phenomenology but was actually developed by Greek philosophers
Plato and Aristotle. Nevertheless, the concept expresses the idea that the “whole”
of some things or states-of-affairs cannot be reduced to its parts. In other words,
the value of the whole is greater than the sum of its parts. Parts were regarded in
phenomenology to fall into two distinctions: pieces and moments. Pieces were
parts that can subsist separately and detached from the whole to which they
belonged. There was an identifiable independence about pieces apart from the
whole that moments do not have. Moments on the other hand, were dependent
upon their whole and had their essential identities as being a part of the whole.
Each constituent must therefore, hang together interdependently with the others
forming a general (whole) psychological structure. Consequently, there may be

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psychological aspects of one or more of the individually situated experiences that
one could find to be a “piece” which was more like an element. Pieces or elements
can subsist on their own and therefore would not be constituent (moments) of the
general structure. The researcher applied a descriptive word or phrase to the
constituents based on their psychological givenness. This was not a process of
thematizing or merely creating nominal categories. The constituent “title” must
be descriptive of its psychological meaning. These constituents were put together
in a descriptive paragraph which was the general descriptive psychological
structure, that is, the structure was the outcome (results) of the analysis. All other
“pieces,” whether psychological or not, were set aside for the later and broader
discussion with the extant literature in dialog with one another.
Chapter IV
Results and Discussions
This chapter provides the presentation, analysis and interpretation of data
gathered by the researcher. This study aimed to ascertain the presence of digital
divide and digital literacy in teachers of Bagong Barangay Elementary School. It

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sought to explore the experiences, challenges and recommendations of the
teachers on digital divide and literacy of teachers as to accessibility, utilization
and receptiveness to ICT. This answered the following research questions:
Sub-Problem 1. Experiences of teachers in digital divide and digital
literacy in terms of accessibility, utilization and receptiveness
Table 2
Experiences of teachers in digital divide in terms of accessibility to materials
Themes Participants
1. Readily Available Resources T1, T2, T4, T8, T9, T10, T12, T13, T14,
T15, T16, T17, T18, T20
2. Complimentary Platforms T3, T5, T6, T7, T11, T19
Table 2 shows the experiences of the twenty teachers in in digital divide in
terms of accessibility to materials. This was categorized into themes. The first
theme that emerged was Readily Available Resources. For Teacher 1, “In this
modern time, I can say na makakabili naman ng mga gadget gaya ng cellphone,
laptop, pati load. There are so many gadgets na mapagpipilian. Yun nga lang
kapag mas mayaman, mas magaganda ang gamit nila.”, and for Teacher 2,
“Madali naman pong maka-access sa mga gamit pangturo. Like yung cellphone,
daming mabibiling mura na functional di naman kailangang mamahalin. Saka
the Mayor provided laptops for all Manila teachers with loads pa.” Teacher 4
said, "Teachers can have access in computers and computer applications easily.
Just browse the internet and lahat makikita na dun." In the same manner,

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Teacher 8 said, “When we think of access to materials, yes, we can have access
very easily. Marami naman pong telepono sa mga malls, ung apps, me libre din sa
internet, yung load kahit 30 pesos, makakapag-browse ka na. Syempre, mas ok
sana kung may unli wifi.”
This implied that teachers perceived that materials used in digital teaching
were readily available in the market. However, they pointed out that in terms of
accessibility to materials, there was a gap between those who can afford to
purchase high-tech gadgets, as opposed to those who can afford the low-priced
ones. This aptly implied that economic status affects the digitalization of
teachers. While it is true that the government is trying its best to provide the
basic needs of teachers in terms of gadgets and other digital devices, inability to
access is still inevitable.
This ease of access to equipment is supported by the Department of
Education (DepEd). In a press release by the Philippine News Agency (2020),
DepEd, recognizing the importance of having the right equipment for the task at
hand, is making every effort to immediately provide public school teachers with
laptops and other equipment. Consonance to this, the Office of the
Undersecretary for Administration (OUA) has issued a Memorandum in April,
2020, allowing school heads to release and/or lend equipment to teachers. OUA
Memo 00-0420-0029 stipulates guidelines enabling public school teachers to
borrow IT (information technology) equipment such as desktop computers,

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laptops, tablet PCs, and smartphones from their schools for use during the
pandemic and in preparation for school year 2020-2021.
Complimentary Platforms was another experience revealed in the
responses of teachers. Teacher 3 articulated that "I use Google Meet, Zoom, and
sometimes, kapag kailangang mabilis na pagbibigay ng impormasyon,
Messenger, in my synchronous classes. Libre naman sila. Madali na ring
magkonek.” For Teacher 5, “Yung Google Meet, mam, okay po gamitin. Kasi kahit
marami ang bata, nakikita ko sila. Kapag meeting with parents naman, Zoom.
Mabuti nga po libre ang paggamit nito.” Teacher 6 quipped, “It is easier for me to
give and check activities as I use Google Form. The pupils find this also as
convenient for them.” To this Teacher 11 has the same thought when he said,
“Mabilis po ang Google Meet na magamit sa synchronous classes. What I really
like is that there are many platforms which we can use free of charge. Kapag
mabilis ang wifi mo, mabilis ka ring makakakonek.”
The responses of the teachers implied that digitalization in schools was
made easier through the complimentary use of several platforms such as Google
Meet, Zoom, Google Classrooms, Facebook, and Messenger. Hassan (2014)
proved this in his published research. He posited that even though there are
many tools available for eLearning, Facebook seems to be one of the most
effective tools because students normally reply to discussions quickly and are at
ease enough in their own "space" to share their information and opinions. By
using Facebook in learning, students’ role shifts from only receiving knowledge to
both searching and sharing their knowledge. Aside from this, communications

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with teachers can become more instant since teachers and students can respond
quickly via Facebook.
Table 3
Experiences of teachers in digital literacy in terms of accessibility to materials
Themes Participants
1. Provision for Resources T1, T5, T7, T8, T9, T10, T12, T13, T14,
T19
2. Provision for Trainings T2, T3, T4, T6, T11, T15, T16, T17, T18,
T20
Table 3 shows the experiences of teacher-participants in digital literacy in
terms of accessibility of materials. There were two themes that emerged based on
their responses. The first theme was Provision for Resources. When asked what
opportunities were provided for them as regard access to materials for them to
acquire digital literacy, Teacher 10 answered, “The Manila government provided
us with free laptops and wifi with monthly loads which we can use for our
teaching. We were also asked to join webinars so that we are equipped with
knowledge and skills in teaching online.” To this, Teacher 12 said, “Yung libreng
loads naming maliit lang pero at least libre.” Teacher 14 quipped, “Para sa digital
literacy, I think the most important contribution of the government is giving us a
laptop and wifi. Kasi itong mga gadgets na ito, malaki ang naitutulong sa pagka-
klase namin.”

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The importance of providing resources to teachers for them to acquire
digital literacy was proven by Castillo (2017). She speculated that proper
resources were important in order to achieve the ideal assimilation of knowledge.
She further discussed the modifications in educational viewpoint, coming from a
teacher centered paradigm to a more learner centered one. This transformation
of the learning setting promotes an innovative philosophy of interactivity,
flexibility, and convenience.
The second theme was Provision for Trainings. For the teacher-
participants, the school provided them trainings for them to become digitally
literate. Aside from this, they also acknowledged the trainings and webinars
provided by the Schools Division Office of Manila and other private education
and trainings providers. For Teacher 16, “For the last twelve months, we were
required to attend seminars that capacitates us to become more computer-
literate. Kahit na online ang seminar, at least meron para sa amin naman.”
Teacher 17, on the other hand said, “In the last year we had, me mga trainings
naman na ibinigay online. Libre naman so umaattend kami.” For Teacher 20,
trainings online entail hardwork, especially for those who are not computer
literate. She said, “Yung trainings, nakakatuwa kasi tinutulungan kami para
maging computer literate. Sa isang me edad na gaya ko, napakahirap, pero dapat
matutunan.”
Teacher trainings to boost the teachers’ skills and knowledge in computer
functions are important especially so that the New Normal is here. In a parallel

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study on the importance of teacher trainings in digitalization, Francis (2017)
reiterated that in the contemporary information era, the affluence of the world’s
information can be accessed through a variety of devices. Technology that was
once costly and incomplete to only the advantaged few has now advanced and
become far cheaper. Students have grown up with technology all around them,
and teachers must adjust to this new lifestyle. Teachers familiarizing to this new
lifestyle must find approaches of integrating and employing these new forms of
technology in class, not only in a motivational level, but also on an instructional
level too. In today’s developing technological society, it positions to reason that
the modern-day classroom should reflect what is seen in society.
However, teacher-trainings are still lacking. A handful of webinars cannot
commensurate that of the formal and actual and hands-on use of the digital
devices and equipment.
Table 4
Experiences of teachers in digital divide in terms of motivational access
Themes Participants

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1. Willingness to Learn T1, T9, T10, T20

2. Willingness to Help Colleagues T2, T3, T4, T5, T7, T8, T11, T12, T14,
T16, T17,
3. Willingness to Help Learners
T6, T13, T15
Table 4 shows the experiences of the 20 teachers in digital divide in terms
of motivational access. This was categorized into themes. The first theme that
emerged was Willingness to Learn. For Teacher 1, “Learning is the key to
transform your teaching in digital divide and literacy.” For Teacher 9, “I need
to motivate myself to learn and go with the genre of using modern technology
in teaching.” Teacher 10 said, “Dahil sa may problema sa pagkakaroon ng
gadgets, dapat kong tulungan ang sarili ko na matutunan ang paggamit ng
technology. Kahit mahirap kasi para maging effective teacher ako.” As for T20,
“Technology is worthless unless teachers are equipped with the knowledge and
how and willingness to use it.”
This implied that digital divide in terms of motivation exists in schools.
However, teachers were motivated to study and embrace technology as they
wanted to be at par with their co-teachers. This was supported by the study in
Taiwan which demonstrated a clear connection between teacher training and the
integration of technology into the curriculum. Hsu (2018) determined that the
well-trained the teacher was in the use of technology, the more likely he or she
was to productively incorporate it into classroom instruction. In an analysis of

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teacher view of the values that are required to be a commendable user of
technology in the classroom, it was found that teachers think that a person has to
be certain in his or her ability to use technology and committed to its use.
Willingness to Help Colleagues was another experience revealed in the
responses of teachers. Teacher 2 stated that, “Teachers must need to unlock
their knowledge on how to use the modern technologies for us to help others to
be able to make the solution between the gap of those person who knows how
to use modern technologies and those individuals who lack of knowledge on
how to use it.” Teacher 3 replied, “Based on my observations, some seasoned
teachers lack interest and access to technology, hence as computer literate, I
can help and teach seasoned teachers to use technology in teaching.” Teacher
4, on the other hand, stated that, “I want to be digitally literate so that I can
help the older teachers understand how computer can help them.”
The second theme implied that teachers who were digitally literate want
to be of help to teachers who needed assistance. As digital divide was existent
to schools, the same can be said of digital literacy. This is in consonance with
the research conducted by Nichols Hess (2015) who posited that motivation is an
essential factor in learning and instruction, and so teachers should consider how
best to integrate stratagems to engage colleagues’ extrinsic and intrinsic
motivation when they construct and create learning opportunities. For teachers
who design digital literacy or other classroom-centric instruction, reflecting

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motivation may notably impact their teaching, because these experiences often
superimpose with discipline focused instruction.
The third theme uncovered in teachers’ responses was Willingness to
Help Learners. For Teacher 13, “Digital literacy should be strengthened kasi
kailangan nating maintindihan ang computer para makapagturo tayo ng
maayos
sa mga bata.” For Teacher 15, “It is essential to connect people or to reach out
the learner in everyday teaching and learning experience.” Teacher 18, “Sana
lahat may digital literacy at walang digital divide, because by giving
information, understanding and having knowledge about this will help
everyone to learn and broadened their mind.” Finally, Teacher 19 stated that,
“For today's generation, digital literacy is very helpful to us teachers especially
this time of pandemic we conduct online instruction. And also, to communicate
with our learners.”
The third theme implied that teachers were one in wanting to have high
digital literacy so that they could translate to learners their lessons with ease.
Helping their learners learn had been one of their motivations why they wanted
to be digitally literate. Acknowledging digital divide among teachers insofar as
access in terms of motivation gave them insights on the importance of
accessing ICT in education.
This was further intensified by the research of Crow (2017) who posited
that intrinsic motivation in teachers to help students is the essence of digital
literacy, and the basis for a desire to learn and find information independently.

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The aspiration is to support all students in becoming active and creative locators,
evaluators, and users of information to solve assistance problems and to satisfy
their own curiosity.
Table 5
Experiences of teachers in digital literacy in terms of motivational access
Themes Participants
1. For Professional Development T1, T2, T3, T4, T7, T9, T10, T11, T 13,
T18, T19, T20
2. For Promotion and T5, T6, T8, T12, T14, T 15, T16, T17
Advancement
Table 5 shows the reasons why teachers wanted to be digitally literate.
There were two themes that emerged. The first was for Professional
Development. According to the teacher-participants, one of the most important
reasons they want to become technologically-advanced was for their own
professional upliftment. Teacher 3 said, “Bakit ba kailangang mag-aral lalo na sa
computer? Kasi di ba gusto ko rin naman na di mapag-iwanan kahit medyo may
edad na ako. I want other teachers to know that I can still be at par with them sa
larangan ng teknolohiya.” Teacher 13 said, “I want to become literate because I
wouldn’t want my pupils to say na they are better than me. Nakakahiya naman na
mas marunong pa sila sa amin na guro nila. This is for our personal and
professional growths.” To this Teacher 18 quipped, “As teachers, we should
continue to grow and do not limit ourselves. Ke bata o matanda na ang guro

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dapat nakakasabay pa rin sa language ng mga bata. We should continue to
improve ourselves.”
This theme was parallel with the work of Salavati (2016), who stated that
the latest development of digitalization strategy in of the Swedish schools is a
governmental commission given to the National Agency of Education. In
September 2015, the Agency was asked to recommend a national IT strategy for
the educational systems. Further, in December 2015 the Swedish Digital
Commission suggested a revision of the national steering documents. The
proposed revisions are suggested to include digital competence as a basic skill on
curricular and syllabi levels, and increase teachers’ and school leaders’ digital
skills and competencies via national investments and coordinated efforts. The
report also notes that increased digital knowledge with a focus on the pedagogical
effects of use of digital resources in education and teaching are desired in
Swedish schools. This implied that the Swedish government is exhausting efforts
to provide teachers the necessary digital skills for their professional growth.
The second theme which emerged was for Promotion and Advancement.
Why do teachers study digitalization? This question was posed to the participants
and most answered because of wanting to get a promotion. For Teacher 5, “We
study because we want to be promoted. Sino ba me gusto na manatili sa Teacher 1
tapos yung mga mas bata pa sa amin Teacher III na o kaya Master Teachers na?
of course we want to be promoted and get higher salaries.” For Teacher 12,
“Ma’am sa ngayun po mas lamang ang may alam. I think being competitive in
terms of digital technology is an advantage. Syempre mas madaling ma-promote

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kapag nauutusang gumawa ng may kinalaman sa pagmanipulate ng computer.”
To this, Teacher 16 agreed when she said, “To be promoted!”
From the participants’ responses, it can be deduced that knowledge and
skills in computer manipulation is an advantage. Teachers who were trained and
can actually use the applications and softwares have an edge over those who were
not literate. Thus, digital literacy is an important aspect in the lives of teachers.
The same findings can be said of Vrana’s (2016) work when he said that digital
literacy is an important and evolving concept having influence on the status of
current and future work force as the labor market is being transformed globally
by implementation of digital technology. The existing jobs are being redefined
and new jobs are being created presenting new demands for updated ICT related
knowledge and skills often called digital literacy. Digital literacy is directly related
to the individual’s employability which is represented by the combination of
factors and processes which enable people to get employed and to stay in
employment or to move on in the workplace. To achieve this goal, universities
around the world adapt their study programs according to the needs of the labor
market.
Table 6presents the experiences of teachers in digital divide in terms of
accessibility to skills. There were two themes which emerged based on the
responses, with Age-specific as the first. For Teacher 4, “As teachers get older
their ICT knowledge and skills are becoming limited while the younger ones are
well equipped. For seasoned teachers they are already too old to embrace
technology while 21st century teachers are more technologically and advanced.”

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Teacher 13 said, “When it comes to age...seasoned teachers are outdated in
handling computers than younger teachers.”
Table 6
Experiences of teachers in digital divide in terms of accessibility to skills
Themes Participants
1. Age-specific T1, T2, T4, T5, T8, T10, T13, T16, T19,
T20
2. Knowledge of computer T3, T6, T7, T9, T11, T12, T14, T15, T17,
operation T18,
For Teacher 16, “The digital divide exists on teachers between the season
teachers and new teachers. Because seasoned teachers are not fully engaged
with technology.” Teacher 20 shared her perception. She said that “Digital
divide exist between teachers especially the traditional teacher that sometimes
they cannot cope up easily and few ideas about computer.”
From the participants’ responses, it can be deduced that age was a factor
that could lead to digital divide among teachers. Older teachers tend to view
digitalization as the cause of adversity between them and the younger ones.
This observation was parallel to the study of Lukaszewski (2018) who
postulated that based on the results from research in management information
systems showed that Computer Self-Efficacy (CSE) beliefs are directly related to
computer attitudes and rates of use. Because older individuals often have fewer
access to computers and the internet than those who are younger, they are likely

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to have decreased levels of experience with the internet, hence, have lower levels
of CSE than their counterparts.
This was further supported by another study conducted by Yaakob, et. al.
(2016) who posited that age factor was one cause of the digital divide. In their
study, they found out that only 58 percent of Americans aged 50 to 64 years used
the Internet. The percentage of senior citizens using the Internet shows a marked
difference according to gender. In 2000, 60 percent of Internet users among the
elderly are men, and 40 percent are women. However, these percentages changed
to 50 percent of men and 50 percent female in 2004.
The second theme was Knowledge of Computer Operation. For the
teachers, digital divide in terms of accessibility to skills can be seen through the
knowledge of computer operation. For most part, teachers think that there was a
digital divide in terms of this factor, like what Teacher 12 said, “Digital divide is a
gap between the computer literate and those who are not.” For Teacher 14, “It
is the gap between the person who knows how to use technology and those who
doesn't know how to use technology.” Teacher 17 quipped, “It refers to the gap
between those able to benefit from the digital age and those who are not.”
This particular perceptions of teachers as regard the digital divide in
terms of skills was confirmed by Grigg (2016) in his study. For him, for a
teacher to assimilate technology into the classroom significantly he/she has to
make sure that the technology use has significance, purpose and value to increase
the students learning. This category of research is worthy in that a firm
understanding of the quality of technology use is the presupposition for any effort

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to promote meaningful technology use. For a lesson to be useful, a teacher must
not only possess the knowledge on best practice in delivering the content, but be
clear in how the content and pedagogical knowledge interact within the
classroom.
Table 7
Experiences of teachers in digital literacy in terms of accessibility to skills
Themes Participants
1. Proficiency in Navigating T1, T3, T4, T5, T9, T13, T16, T18, T19
Websites
2. Familiaritywith Technologies T2, T6, T10, T12, T14
3. Proficiency in Use of Social T7, T8, T11, T15, T17, T20
Media
Table 7 shows the experiences of teachers in digital literacy in terms of
skills access. There were three themes that emerged based on the responses of the
participants. The first was Proficiency in Navigating Websites. This skill enables
teacher to browse the internet and comprehend information based on what has
been read or heard. For Teacher 9, “I can be able to perform things such as
conducting strategic online searches, judging the legitimacy of online sources,
sifting out misinformation, and recognizing advertising independently .”
Teacher 13 stated, “Digital literacy is a set of abilities requiring individuals to
recognize when information is needed and have the ability to locate, evaluate,
and use effectively the needed information. Inaalam ko talaga ang mga
websites na dapat buksan kasi sabi ng mga kilala ko hindi lahat ng websites ay

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mapagkakatiwalaan.” For Teacher 16, knowing where to obtain information
and understanding it, and translating it into action is a must for every teacher.
She said, “Kapag alam ko kung saan at paano i-download ang dapat na gamitin
ko sa lessons, mas maayos ang pagtuturo ko.” To this Teacher 18 consented
when he said that, “Downloading lessons from the internet is different with
understanding it. Kailangang maintindihan ko ang nasa internet para mas
maayos na maituro sa mga bata.” For Teacher 19, “I think I need to do a better
job of search techniques. I think there’s a difference between searching the Web
and using functional databases on the Web. I strive hard to know how to choose
the proper tool for the tasks I am assigned.”
The theme pointed out the need for the teachers too fully understand the
use of internet browsers, as well as how to use them. Proficiency in knowing
what to click helps them achieve their educational goals. This was also the
findings of Spengler (2015) in his study on the teachers’ perceptions on digital
literacy. For him, the skill to search for information and sort through it is the
most applicable thing for the classroom. He furthered added that every day, more
and more devices
are connecting to the Internet. More tools are being developed to communicate
on the internet. For finding information, posting discussions, downloading and
uploading of class documents and projects, teachers look to the internet as an
important skill more than ever.

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Familiarity with Technologies was the second theme that surfaced based
on
the participants responses. For Teacher 10, “My perception of digital literacy is
you (should be) knowledgeable enough in all.” For Teacher 12, “Kailangan bago
ako maging digital literate alam kong gamitin ang mga gadgets ko. Kasi
Mahirap kung di ko alam panu i-manipulate ang laptop ko. Pati yung wifi na
ibinigay pinag-aralan ko talaga ang paggamit.”
For Teacher 14, “Digital literacy includes the ability to identify, find,
evaluate, and use information effectively. From effective search strategies to
evaluation techniques, we must learn how to evaluate the quality, credibility,
and validity of websites, and give proper credit. Information Literacy has also
been referred to as digital literacy or media literacy. Regardless of the
terminology, be it digital literacy or media literacy, having information literacy
skills are the fundamentals to thrive in a digital space.”
Based on the teachers’ responses, it can be inferred that teachers need to
be fully skilled in the use of their gadgets and computer-related equipment. On
a further note, Gibson (2011) argued that teachers need to consider the impact
that use of digital technologies has on their beliefs and philosophies of how to
best teach. Using digital technologies with its full potential, may lead teachers
who in majority apply a variation of traditional pedagogy in their practice, to
question their beliefs.
Concerning adoption of technologies by teachers, a research conducted by
Gaffney (2010) shows teachers’ adoption of technologies to be a “multifaceted

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undertaking”. Based on extensive literature review and meta-analysis in
Australian schools, he developed a model for explaining adoption of technologies
by teachers.
The model consists of two dimensions: (1) the type of factors associated
with teachers’ use of technologies, and, (2) the characteristics of various
stakeholders, as well as the nature of digital resources including supporting
technologies. The factors have been further divided into four themes: contextual
factors, general change factors, innovative-specific factors, and systemic factors.
The third theme was Proficiency in Use of Social Media. Social media is of
big help to teachers. The need to be skillful in using the social media alleviates
digital literacy in teachers. For Teacher 8, “For me to have a digital literacy, I
have to learn the use of Facebook, Messenger, Google Meet and Zoom. Dati kasi
akala ko ung FB pang laro lang. Pwede palang pang-school. For Teacher 15,
knowing the use and how to use the Social Media correctly helps her in her
teaching. She said, “I use FB and Messenger everyday. It helps me a lot.” Teacher
20 posited that, “It could greatly affect the teaching and learning process
because today we are using Google applications in teaching and if we teachers
does not know how to use them there will be no learning acquired by the
learners.”
These findings was supported by the same research conducted by Spengler
(2015) when he posited that social media appears to influence just about
everything. Because of this, the participants sensed that it is essential for teachers

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to be capable in the use of social media. The syllabus should implicate not only
how to access social media in a digital society, but also discuss the
appropriateness of what is placed in social media. If teachers truly understood
how to use technology, it could benefit them.
Table 8
Experiences of teachers in digital divide in terms of digital utilization
Themes Participants
1. Knowledge T1,T2, T3, T4, T7, T8, T11, T12, T13, T
18, T19
2. Opportunities T5, T6, T9, T10, T12, T14, T15, T16,
T17, T20
Table 8 shows the experiences of teachers in digital divide in terms of
digital utilization. The responses created two themes, namely, Knowledge and
Opportunities. The first theme was Knowledge. According to Teacher 4, “Swerte
po ako kasi may knowledge ako sa computer dahil sa college me subject na
computer. This knowledge helps me in teaching my pupils.” For Teacher 11, “As
teachers, we need to be computer-literate. We need to know how to manipulate
and use computers. Kawawa ang mga guro na hindi maalam gumamit o kaya ay
magbrowse ng internet.” Teacher 19 replied, “May mga guro po na talagang hindi
alam gumamit ng mga applications sa computer. May mga nagpapaturo. Kung
ang digital divide ay tungkol sa kawalan ng alam ng guro sa computers, masasabi
ko na mayroon talagang division.”

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These findings were parallel to that of the study of Hastings (2015) which
indicated that teachers are knowledgeable in using lower-level technologies more
frequently to accomplish everyday tasks for self-use.
In this perspective, “lower-level technologies” refers to the use of technology in
using class records, attendance, and in grading purposes. Furthermore, he
emphasized that teachers primarily used technology for instructional
(presentation) purposes rather than for meaningful student learning.
Opportunities was the next theme. For the teachers, there was a digital
divide in the use of technology in terms of opportunities. For them, when a
teacher is given the opportunity to have technological tools and equipment, along
with the opportunities to use these, then that teacher is lucky enough. This is
what Teacher 12 said: “Digital divide has a big impact especially during this
pandemic. Not everyone has the ability to access to computer and internet.
Underprivilege are not as motivated to do well in online class because they
cannot afford the resources as those are privileged. Students who do not have
the access to the
internet are not able to retrieved information that is important for doing well
in the class and sometimes they are basically forced to fail, although some of
them are determined to do well in class.” For Teacher 17, “Swerte kaming mga
guro sa Manila. Kasi may opportunities kaming gumamit ng computers, laptop
at wifi. Pero ung mga nasa malayo sila ung kawawa. Walang oportunidad sa
lahat.”

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Likewise, for Teacher 20,” It could greatly affect the teaching and learning
process because today we are using Google applications in teaching and if we
teachers does not know how to use them there will be no learning acquired by
the learner.”
The findings on this table was supported by the research of Mercader
and Gairin (2020). In their study, they pointed out that the tools used by
university
teachers, are visual presentations and virtual platforms, which are used to
confirm teachers’ lecture sessions, thus downgrading the tools that involve an
active role on the part of students (social networks, blogs, augmented reality, etc.)
to less important and sporadic use among teachers.
Table 9
Experiences of teachers in digital literacy in terms of digital utilization
Themes Participants
1. For effective Information T1, T2, T3, T4 T5, T6, T7, T8, T9, T10,
Dissemination T11, T12, T13, T14, T15, T16, T17, T18,
T19, T20
digital utilization. All participants noted that the main use of digital literacy is for
the effective dissemination of information.
According to the teacher-participants, digital literacy was used to
disseminate information. Teacher 3 answered this by saying “I can say that I am

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digital literate because I can access digital materials and I can use my skills and
knowledge to teach my students well. The digital materials I am able to access
are used to provide information and learnings to my pupils.”
For Teacher 10,” In some way, yes because as a teacher I can
communicate and teach my students through digital and our personal gadgets.”
This is followed by the response of Teacher 13 who said that, “No, I am not fully
computer-literate but I’m trying to provide my students a learning media such
as video lesson to attract my students in learning and make their learning
journey fun and productive.”
Based on the findings of the study, it can be inferred that the teachers
found digital literacy as their means to communicate information. They fully
believed that when one is not digitally literate, it can lead to
miscommunication.
This was further enhanced by the blog of Ghosh (2020) who said that
Digital content is usually meant to be shared. Communicating digital content
needs to be channeled appropriately to have the proper impact as it also saves the
person sharing it from any kind of danger. The gist needs to be such as it doesn’t
attract any kind of serious controversy and puts the person’s privacy, safety, and
reputation at stake. The consequence of the matter shared should be thoroughly
interpreted before communicating it.
Table 10
Experiences of teachers in digital divide in terms of digital receptiveness

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Themes Participants
1. For effective Information T1, T2, T3, T4 T5, T6, T7, T8, T9, T10,
Dissemination T11, T12, T13, T14, T15, T16, T17, T18,
T19, T20
Table 10 shows the teachers’ experiences in digital divide in terms of
digital receptiveness. All the teachers were one in saying that they see digital
technology as a tool for effective information dissemination. However, the divide
lies on the manner, platform and equipment used. For Teacher 1, he noted that
“As teachers, we should accept that the internet is now a part of the New Normal.
I mean, the synchronous classes. Wala na tayong magagawa dun. Ang pagkakaiba
na lang naming mga guro is what to use in teaching. Like me, I use Google Meet
for my synchronous classes. Then pag submit sila ng activities minsan sa
Messenger ko naman. May mga co-teachers ako na Zoom ang platform nila.” This
has been affirmed by Teacher 14 when she said, “Digital divide affects teaching
because teachers who have limited potential in using technologies do not have
the same opportunities to teachers who are technology able. Teachers who are
knowledgeable can make their teaching process more innovative while seasonal
teachers explore the proper usage of technology in delivering the lesson.”
This finding found a comparable result with the findings on the research
done by Fisher, Higgins & Loveless (n.d.) on teachers’ patterns of learning and
receptivity in digital technology. For them, the affordances of digital
technologies have not only played a role in altering the social, cultural and
economic landscape of society, but also in mounting teachers’ vision of education.

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The affordance group of dispersed cognizance confirms this by providing
processes for receiving and gathering information about the nature of the world.
However, teachers need an analytical view of the ‘information age to be aware of
the possibilities of bias,
selection and control and the impact of personal interests. Vision is also
expanded through the engagement affordances through personal experience,
exploration
and informal learning with digital technologies.
Table 11
Experiences of teachers in digital literacy in terms of digital receptiveness
Themes Participants
1. For Research Purposes T1, T4, T7, T11 T15, T17
2. For Effective Teaching T2, T3, T5, T6, T8, T9, T10, T12, T13,
T14, T16, T18, T19, T20
digital receptiveness. Based on their responses, it can be implied that teachers
were receptive to digital technologies because they knew the importance of
using such for their scientific researches and for effective teaching. Six teachers

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affirmed their receptivity of digitalization because of its impact to the need for
research. Teacher 1 said, “Digitalization helps me in conducting strategic online
searches. Being digital literate, and a Master Teacher, I am tapped to conduct
research every year. Learning to use the computer and some applications is a
must.” For Teacher 11, “Mahalaga na may alam sa computer ang guro na gaya
ko kasi nga dapat hindi lang kung ano ang nasa TM (Teacher’s Manual) ang
ituturo. Minsan dapat nag reresearch din para naman mas madaming bagong
inputs sa mga bata.”
The second theme was centered on the use of digital literacy for teaching
effectively. For teachers, ICT is one form of making the teaching-learning process
enjoyable and interesting to pupils. Teacher 9 affirmed this when she said,
“According to E. Hartman, in order to communicate effectively with both
student and academic staff when delivering literacy program. Bruce suggested
that an understanding of the underpinning perception about information
literacy would enhanced our ability to communicate effectively to both students
and academic staffs.” Teacher 18 said, “Mahalaga talaga ang digital literate tayo
bilang guro. Kasi nga yung mga bata natin nasa digital age. Kung di tayo
matututo ng paggamit ng teknolohiya, di tayo makakapagturo ng maayos. Di
magkakaintindihan ang guro at mga bata.”
Using the internet in doing scientific researches and reports, as well as
for effective teaching has been learnt by Salavati (2016) in his dissertation.
According to him, the first area of teacher advancement refers to the teachers’

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digital literacy; that is teachers’ ability to efficiently and productively use
information and digital resources as well as enfold the methods where the
technology can be used in the best way. The second development area
acknowledges the need of a resource center for each school for cooperatively
sharing educational resources. The third area emphasizes a standardized learning
environment, or learning platform, contemplating the needs of the schools in
requisite collection, application and management. The fourth area of
development
concerns the economic system. Digital technologies should not be used as stand-
in for teachers but rather as enhancements of education.
Sub-Problem 2. Challenges of teachers in digital divide and literacy in
terms of accessibility, utilization and receptiveness
Table 12
Challenges of teachers in digital divide in terms of accessibility to materials
Themes Participants
1. Economic inequalities T1, T6, T7, T8, T9, T10, T12, T13, T14,
T15, T16, T17, T18, T19, T20
2. Impartiality to Technologies T2, T3, T4, T5, T11
Table 12 shows the challenges of the teachers in digital divide in terms of
accessibility to materials. This was categorized into themes. The first theme that
emerged was Economic Inequalities. For Teacher 1, “There is always a big gap

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between the rich and the poor. Ang mga mayayaman nabibili nila ang latest
gadgets. Ang mga mahihirap na guro umaasa sa lumang gadgets o sa bigay ng
gobyerno.”, and for Teacher 6, “Sa hirap ng buhay sa ngayun, ang mga guro, ok
na sa kahit di hi-tech na gamit. Basta mapapakinabangan. It is good that the
government gives us some gadgets like laptop. May magagamit kahit paano.”
Teacher 7 said, "Digital divide refers to those who can have access and those who
cannot have because of economic reasons. Naaapektuhan ang digital literacy ng
guro syempre." In the same manner, Teacher 8 told that "Digital Divide is the
gap between individuals at different socio-economic levels with regard to both
their opportunities to access information and communication technologies and
to their use of the Internet for a wide variety of activities. Mas may pera, mas
makakaafford sa mga bagong gadgets."
This implied that teachers perceived digital divide exists because of
economic factor. For teachers, if they cannot afford to buy the latest technology,
then it can create a digital separation from other teachers who can.
The study conducted by Naidu and Jau (2012) posited that the digital
divide is a “multi-dimensional phenomenon” involving the deviation of internet
access by industrialized and developing societies, the gap that exists between the
rich and the poor. It is the divide that dictates who uses or does not use
technology, clearly pointing out that the digital divide is about people and not
computers.

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Impartiality to Technologies was another challenge revealed in the
responses of teachers. Teacher 2 articulated that "I do not want to use computer,
sa totoo lang. Mas maganda pa rin sana ang blackboard at chalk kasi dun ako
gamay. Pero wala naman akong magagawa.” To add to this, Teacher 3 revealed
“Mahirap sa isang gaya ko na matanda na mag-aral pa ng computer. Ayaw kong
bumili buti may issue sa amin ang gobyerno.”
This further implied that there were teachers who opted not to buy
modern gadgets not because they were adept to using the old system of
education, but because there was a need to do so, for them to keep up in the New
Normal. This was parallel to the findings of the research of Mundy, Kupczynski &
Kee (2012). In this research, they posited that experienced teachers who had little
or no professional trainings in the use of technology in the classroom were less
likely to use it in the classroom and were less likely to see the benefit of
technology usage in the classroom. Furthermore, they found teachers saw their
functions as being more teacher centered and less student centered in classrooms
that did not have computers. However, teachers did not believe that they would
teach differently or that their roles would be different in a classroom with
computers.
Table 13
Challenges of teachers in digital literacy in terms of accessibility to materials

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Themes Participants
1. Lack of Resources T1, T6, T7, T10, T12, T17
2. Poor Internet Connection T2, T3, T4, T5, T11, T16, T18, T19,
3. Lack of Trainings T20
T8, T9, T13, T14, T15
Table 13 shows the challenges met by teachers in digital literacy. There
were three themes that emerged as a result of the responses of the teachers. The
first theme was Lack of Resources. When interviewed, teachers recognized that
technological resources such as computers, wifi, cellular phones and the like were
the most important equipment during the pandemic. Lacking of it entails
adversity in teaching. For Teacher 1, “The internet connection and the
availability of gadgets are the challenges in regards to digital divide and digital
literacy.” To this, Teacher 7 adds, “The government has provided us with tools
and equipment, yes, but, they do not cater to the needs of the teachers. Like
yung laptop, hindi malagyan ng apps kasi nga mababa ang memory. Ang hirap
mag download.” For Teacher 12, cellular phones to be used in schooling should
have a higher memory and storage. She said, “Actually hindi naman kailangan
ng mamahaling phone. Yung mura pero may mataas na memory ok na. Kaso
kahit hindi gaanong kilala ang brand mahal pa rin. Sana may magdonate.”
In a study conducted by the Scottish Government in 2015, the
importance of resources for a better Teaching-Learning Process was uncovered.

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According to the study, there was analytical confirmation that the use of digital
tools and resources can help to downgrade gaps in subject attainment when they
are efficiently implemented. There is engaging proof that the use of digital
equipment and resources can help learners with additional support needs to
expand their skills and competences in literacy and numeracy. Teachers’ skills
and competences in recognizing how to use digital tools and resources and
applying them effectively are important to achieving positive results for learners
with additional support needs or who are disadvantaged in other ways.
Poor Internet Connection was the second theme identified based on the
participants’ responses. Teacher 11 answered, “The challenges of the digital
divide and information literacy includes the poor accessibility to the internet
connection, teachers seem to be out of the loop because they lack sufficient
technology and digital skills and last the quality of use gap because some
teachers have the digital skills to find their way around the Internet, but not
the knowledge to make good use of and get the most out of it. For example,
with regard to access to quality information. Teacher 16 quipped, “The
challenges that I have met as regard digital divide and literacy is the lack of
communication and isolation. Like my learners in remote areas who do not
have access to the internet or weak connection are disconnected.” To this,
Teachers 18, 19, and 20 agreed. They said that having poor connection
contributed to poor transmission of learning to their pupils.

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The third theme was Lack of Trainings. Much has been said about the
effects of the covid-19 pandemic to the schools and teachers. But even before it
surfaced, teachers think that trainings on the use of computer, the use of
applications and even software and hardware manipulations, were not given to
them. They were only provided for the ICT Coordinators. And because the
pandemic has come when least expected, teachers were caught unaware and
were fielded in the synchronous mode of teaching without proper trainings. For
Teacher 13, “Ang hirap po kasi biglaan ang synchronous classes. E mahirap na
para sa akin mag-aral nito kasi nga medyo matanda na ako. My challenge is
how to enhance my technological skills and how to improve it for the
betterment of my online teaching.” Teacher 14 answered, “Being unfamiliar
with technology is very difficult especially if you have no idea how to use it.”
For Teacher 15, “Mahirap po talaga na isalang na lang bigla sa pagtuturo.
Minsan nakakaubos ng pasensya. Sana po binigyan kami ng maraming face-to-
face trainings na may hands on dati. Mahirap po ang online seminars. Minsan
di ako makasunod.”
The two themes found support from a blog by Castelo (2020) who
posited that because some students and teachers may not have access to a
computer, laptop or mobile device to access e-learning activities at home, schools
may have to give them. However, schools may not have funds to establish a one-
to-one program for all teachers. As for the internet connection, even if 98% of the
US public schools are connected to high-speed internet broadband, it is very

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much different at home where about 14% of the K-12 students does not have
internet at home. Some districts in the US have started putting mobile Wi-Fi
hotspots on school buses and parking them in low-income neighborhoods.
District governments can work to provide public libraries or other educational
institutions hotspots.
Table 14
Challenges of teachers in digital divide in terms of motivational access
Themes Participants
1. Age Factor T1, T2, T4, T6, T7, T10, T12, T13, T14
2. Prior Knowledge of Computers T3, T5, T8, T11, T15, T16, T17, T18,
T19, T20
Table 14 illustrates the challenges of teachers in digital divide in terms of
motivational access. The first theme that came out was Age as a Factor to
Motivation. It has been said time and again that there was a wide gap in
digitalization between the older and the younger people. The responses of the
participants confirmed this. For Teacher 2, “I am fortunate that I am adept to
computers because I am a digital native. At an early age, I was trained at school to
use computer. My parents also allowed me to use cellphone for my social media
activities.” To this T4 said, “Malaki talaga ang gap ng mas bata at mas matanda
kung digitalization ang pag-uusapan. Ako nasa forties pa lang ako pero sinisikap
kong matuto kaso me mga bagay na nahihirapan din akong intindihin. Kaya yung
mga batang guro mas may advantage talaga sa amin.”

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Age has been a defining factor in digitalization, and as such digital divide
occurs. The younger the teacher is, the more motivated he is to use technology in
teaching as opposed to his older counterpart. This has been found out by
Caumont (2013) in her study. According to her, an older American much less
likely to use the internet than a younger person: 44% of those over age 65 do not
go online, versus 17% of those 50-64, 8% of those 30-49 and only 2% of those 18-
29. Overall, adults ages 65 and older account for almost half (49%) of non-
internet users by age group.
The second theme was Prior Knowledge of Computers. This was a factor in
involving oneself in using digital tools and equipment. Teacher 8 believed that
“Mahirap po para sa mga guro ang walang alam sa computer tapos ngayun lang
ite-train kasi kailangan. Sana nuon pa.” Teacher 16 also quipped that, “May mga
guro sa paaralan na marunong na talaga. Yun ang importante sa ngayun. I think
everybody should be training in ICT for us to become more knowledgeable. Kaya
may digital divide sa pagitan ng marurunong at di marurunong eh.”
For the teachers, prior knowledge leads to more knowledgeable teachers
especially in the field of ICT. Pereira, et.al. (2015), in their study revealed that
digital practices are universal in the ordinary lives of young people. However, to
materialize in digital interacted practices does not fundamentally provide
abilities
to analytically scrutinize media and accessible content. Prescribed learning could
benefit from young people's interests and eagerness in informal learning
contexts, linking the gap between formal learning and everyday digital practices.

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The school has a crucial and significant role to encourage digital literacies and to
prepare young people to adapt to a changing world.
Table 15
Challenges of teachers in digital literacy in terms of motivational access
Themes Participants
1. Personal Motivation to Learn T1, T2, T3, T4, T5, T6, T7, T8, T9, T10,
T11, T12, T13, T14, T15, T16, T17, T18,
T19, T20
Table 15 shows the challenges teachers face in digital divide in terms of
motivational access. Personal Motivation to Learn came out as a theme. For
Teacher 10, “Because I am already in my 50’s, my greatest challenge is
motivation. If how I am going to motivate myself to learn and go with the genre
of using modern technology in teaching.” For Teacher 12, “My greatest
challenge as a teacher is if how to conquer may own personal fear and
hesitations in using technology.” To this Teacher 13 added, “My challenge is
betterment of my online teaching.” Teacher 14 has a different reason of using
digital technology. She said, “One of the challenges I met is on how to balance
and manage your time teaching my students and teaching my not so young and
not so technically good in dealing with the online learning platforms.”
Based on the responses of the teachers, it can be implied that teachers
have different perceptions as to their motivations in acquiring digital literacy.

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Teachers want to learn because of different reasons. In the study of Copriady
(2014) he postulated that the central concern in teachers’ decision to use or not
to use ICT is related to their attitudes. Badri, et.al. (2013) posited that the
individual’s attitudes have a substantial effect on his behavior towards using ICT.
Teachers’ attitudes influence how they react to and employ ICT. As such,
information is needed about teachers’ attitudes for planning about and future
Likewise, Keramati et al. (2011) found that teacher’s motivation and
training play a substantial role in ICT application in education. It has been
emphasized that there is a strong relationship between computer-related
attitudes and computer application in education. Attitudes towards computers
influence teachers’ acceptance of the utility of technology, and also guide teachers
whether they will integrate ICT into their classrooms or not. Thus, Teachers’
positive attitude can accelerate their use of more digital technology tools in order
to make learning more interesting as well as attractive for their students.
Table 16
Challenges of teachers in digital divide in terms of access to skills
Themes Participants
1. Resistance to Change T1, T2, T3, T4, T5, T6, T7, T8, T9, T10,
T11, T12, T13, T14, T15, T16, T17, T18,
T19, T20

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Table 16 shows that all teachers agree that digital divide in terms of skills
accessibility has its roots to the teachers’ resistance to change. For Teacher 6,
“May mga guro na ayaw na talagang ma-improve pa ang alam nila sa technology.
Ito yung mga malapit ng mag-retire, o yun talagang walang hilig. But as far as I
am concerned, gusto kong matuto. Sana lang lahat.” Teacher 17 quipped, “My
personal experience is when I teach(es) my colleagues about a certain
application that could be helpful in the teaching process, they would only say
yes pretending that they know already but if they will execute it,they don't
know where to start and give up so easily?
This attitude of teachers created digital divide among them. While many
were willing to teach their colleagues, there were teachers who were not willing
to learn. This was supported by the study of Howard (2012). She posited that
teachers who do not integrate technology are often labelled as ‘resistant’ to
change. Yet, considerable uncertainties remain about appropriate uses and actual
value of
technology in teaching and learning, which can make integration and change
seem risky.

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Table 17
Challenges of teachers in digital literacy in terms of access to skills
Themes Participants
1. Level of Understanding of the T1, T2, T3, T4, T5, T6, T7, T8, T9,
Trainings on the Use of
Different Modalities of Learning T10, T11, T12, T13, T14, T15, T16, T17,
T18, T19, T20
Table 17 illustrates the challenges of teachers in digital literacy in terms of
accessibility to skills. One theme occurred which was the Level of Understanding
of the Trainings on the Use of Different Modalities of Learning. With the onset of
the New Normal, teachers faced a bigger challenge of teaching without face-to-
face. Teacher 11 said, “It is very hard for us teachers to do synchronous and
asynchronous as we are not properly trained how to use the LDMs. It’s good that
only synchronous and asynchronous modes are used. What if we are asked to
make videos, radio broadcasting?” Teacher 19 replied that it is an important facet
that teachers really understand the different modalities. “But with the kind of
trainings we have only thru webinars, we cannot really grasp their real meaning
and use.” For Teacher 20, “How can teachers be called digital literate when they

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cannot comprehend the trainings? Kung face-to-face sana ang training, mas
madaling makakasunod.”
Table 18
Challenges of teachers in digital divide in terms of digital utilization
Themes Participants
1. Motivating Learners T1,T2,T5,T6,T7, T8, T9, T19
2. Inability to Meet the Teachers’ T3,T4,T10,T11,T12, T13, T14,
Preference of Teaching T15,T16,T17,T18,T20
3. No or Slow Internet T1, T2, T3, T4, T5, T6, T7, T8, T9, T10,
Connection T11, T12, T13, T14, T15, T16, T17, T18,
T19, T20
Table 18 presents the challenges experienced by the teachers in terms of
digital utilization. Teachers believed that they want to fully utilize the technology,
however, poor or no internet connections hampered this desire. Teacher 14
mentioned “Internet connection and the limited time allotted for online class are
the problems that I’ve encountered in digital utilization. Minsan hindi natatapos
ang lesson kasi nga 25 minutes lang ang allotment para sa bawat subjects.”
Likewise, Teacher 9 stated that “Slow internet connection mostly affects the
different functions of using the internet.”
In the same manner, Teacher 17 revealed that “The very slow quality of our
internet connection really affects us, the teachers. Sometimes giving of activities

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or feedbacks to pupil’s works were delayed due to slow internet connections.” and
Teacher 8 said “Very low internet connections are the problems encountered.
Many of the students have no gadgets to use in their online class. Minsan pati
mga guro wala na ring connection. So kahit gusto mong magturo ng maayos,
wala. Daig ng may mabilis na koneksyon ung mga may mabagal.” Teacher 3
mentioned that “Challenges I encountered in utilization of digital technology that
causes divide among us are unfamiliarity because this is new to all of us.
Sometimes, those that know something, ayaw naman magturo sa amin. So
nagkakaproblema. Parang may wall between those who can use the computer,
and those who cannot.” Likewise, Teacher 3 cited “Unstable internet connection,
gadget availability, interest of student during online class, saka ung teacher
nawawalan na rin ng interes kasi nga napapagod kakaantay sa internet.”
Responses denoted that the most challenging problem encountered by
teachers was the internet connectivity problem, as all them answered that aspect.
This was followed by learning motivation among learners and unable to meet the
different teaching preferences of mentors. These challenges posed problems to
the teachers in the utilization of digital technologies which may lead to digital
divide among them.
Results were supported by the study of Olofsson (2020) who posited that
researchers involved with the digitalization of the K-12 school have interjected
insights and understanding of what an increased uptake and use of digital
technology in school has meant in terms of possibilities and challenges for school

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leaders, teachers and students. In Sweden, the problem of digital competence has
been put in the offing due to the national strategy for the digitalization of the K-
12 school system launched by the Swedish Government in 2017. The strategy
consists of three focus areas: (1) digital competence for all in the school system,
(2) equal access and use of digital technology and (3) research on and follow-up
of the possibilities of digitalization. In the strategy, adequate digital competence
is used in relation to children and teachers and is said to be a concern for
everyone in the school system.
Table 19
Challenges of teachers in digital literacy in terms of digital utilization
Themes Participants
1. Inability of Teachers to Use the T1, T4, T5, T6,T8, T9, T11, T14,
Internet and its Features T17,T19
2. Slow Internet Connection
T2, T3, T7, T10, T12, T13, T15, T16,
T18, T20
Table 19 presents the challenges of teachers in digital literacy in terms of
utilization. The first theme that emerged was the Inability of Teachers to use the
Internet and its Features. Some teachers can manipulate the internet. However,
many cannot. As Teacher 9 said, “Being unfamiliar with technology is very
difficult especially if you have no idea how to use it.” Teacher 14 said, “My
greatest challenge as a teacher is if how to conquer may own personal fear and
hesitations in using technology.” To these, Teacher 16 said, “My challenge is if

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betterment of my online teaching.”
Aside from this, the second theme was centered again to poor internet
connection. Teacher 7 quipped, “The challenges of the digital divide and
information literacy includes the poor accessibility to the internet connection,
teachers seems to be out of the loop because they lack sufficient technology and
digital skills and last the quality of use gap because some teachers have the
digital skills to find their way around the Internet, but not the knowledge to
make good use of and get the most out of it. For example, with regard to access
to quality information.” Teacher 10 added, “The challenges that I have met as
regard digital divide and information literacy is the lack of communication and
isolation. Like my learners in remote areas who do not have access to the
internet or weak connection are disconnected.”
These statements implied that there was really a need to provide
teachers with a good internet connection for them to use their digital
knowledge especially in their teaching.
Table 20
Challenges of teachers in digital divide in terms of digital receptiveness
Themes Participants
1. Time Spent in Browsing T1, T2, T3, T4, T5, T6, T7,T8, T9, T10,
T11, T12, T13, T14, T15, T16, T17,T18,
T19, T20

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Table 20 illustrates the challenges of teachers in digital divide in terms of
receptiveness to digitalization. All teachers thouoght that the time spent in
browsing may contribute to their division. As T 4 quipped, “Ang daming guro na
ang gagaling sa paggamit ng Facebook at Messenger pero hindi
makapagdownload ng videos or others mula sa ibang sites.” Teacher 8 said, “One
of the challenges I encountered is time management. Yung ibang guro kapag FB
nakaonline. Pero Kapag may kinalaman na sa pagtuturo o pagsa-submit ng
reports sinasabi na lagging.”
Bloom (2020) accounted in her blog her experiences in using the internet.
She said, “I have spent a lot of time thinking, posting, talking about this. And it is
clear: it is because videoconferencing is nearly a replication of face-to-face
interaction but not quite, and it depletes our energy. And anthropology can help
explain what’s different. (I’m using Zoom to represent videoconferencing
platforms in general. And I treasure and appreciate their benefits for connecting
distant loved ones, despite the critique that follows.)
In a Zoom classroom with 30 students, we see faces -- just like in a classroom. We
see eye movement. We can hear voices. It can even be enhanced by chat -- almost
like hearing people thinking out loud. It is multimodal, to some extent. We see
gestures, at least some big ones. All this is information used by our human
capacity for understanding interaction. So far, so good.”
“Zoom works well for faculty members who lecture, or for groups that have
formal meetings, with rules for who speaks and how to signal an interest in
speaking. As long as the symphony is directed by an authority figure, order can be

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kept. The trumpets come in on cue. It is calm. Information and views can be
exchanged. It beats a long email exchange any day! But in the more interactive,
active classrooms that I aim to create, this is terrible. When a classroom aims for
(doesn’t always achieve) democratic nonauthoritarian conversation, rather than
orchestrated teacher-centered pedagogy, all the tools of human interaction are
recruited.”
Table 21
Challenges of teachers in digital literacy in terms of digital receptiveness
Themes Participants
1. Unwillingness to Learn T1,T4,T5,T7,T8, T9, T11, T14, T17,T18
2. Resistance to Change T2, T3, T6, T10, T12, T13, T15, T16,
T19, T20
Table 21 shows the challenges of teachers in digital literacy in terms of
receptiveness. It can be deduced that there were teachers who were unwilling to
learn and they resisted to change. Much that the government is really trying its
best to provide webinars, trainings and the like to teachers, there were still those
who were unwilling to be trained. As Teacher 5 put in, “Some individuals
pretending to know all without even verifying if the information is valid or not
same as
pretending to know how to use modern applications but cannot effectively use
them in teaching.” To this, Teacher 13 added” Lack of knowledge and
experience in using multimedia technology.” Teacher 15 said, “My greatest

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challenge as a teacher is if how to conquer may own personal fear and
hesitations in using technology.”
Based on the responses of the teachers, it can be implied that there were
teachers who were not receptive to digital technologies. This was supported by
an article published by Smith (2020) who claimed that some teachers, still are
unwilling to use technology, mostly because of a lack of time, a lack of resources,
or a lack of confidence in their ability to use the available technology. He added,
"Teachers in our division in Lynchburg, Virginia, are well supported in their
technology needs. Our division has 16 schools and several magnet sites. Each
school has a full-time instructional technology specialist, and the division has an
additional five-person technical staff. Our school division also is partnered with
our city government to jointly maintain and fund our own fiber optic network.”
Sub-Problem 3. Recommendations of the teachers in handling
Table 22
Recommendations of the teachers in handling challenges in terms of the
different variables
Variables Themes

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A. Digital Divide
1. Digital Accessibility 1.Provision for Faster Internet
1.1. Material Access Connection
1.2. Motivational Access
1.3. Skills Access 2. Provision for Electronic Devices
2. Digital Utilization
3. Digital Receptiveness 3. Trainings, Webinars and
Workshops for Teachers
4. Peer Teaching Among Teachers
Table 22 shows the recommendations of the teachers in handling
challenges in terms of the different variables. It can be considered from the table
that all themes occurred during the interview when participants were asked about
recommendations that they think must be done to minimize digital divide and
improve digital literacy among teachers.
From a study conducted by Ghosh (2020), it was found that gadgets and
gismo surround the teachers’ lives. The teachers who carry the foremost
responsibility of conveying education to this generation have to complement to
the anticipation of the young netizens. Information, if not transmitted properly,
may have devastating results. Because the young netizens are exposed to the
digital world even at the early age, they should be given learnings on how to
control its usage. With this, teachers play an valuable role. The teachers of today’s
generation must equip themselves with the digital skills necessary to help their
students become responsible digital citizens.

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Kofi Annan (former Secretary-General of the United Nations and Nobel
laureate) had once stated,
“Literacy is a bridge from misery to hope. It is a

tool for daily life in modern society. It is a bulwark
against poverty and a building block of development…
Literacy is, finally, the road to human progress and
the means through which every man, woman, and
child can realize his or her full potential.” This is very
much appropriate in the case of digital literacy as
well.
Sub-Problem 4. Intervention Program on Addressing Digital Divide
and Improving Digital Literacy
Program Title: E-CHAT Teachers (Enhancement of Commitment to
Hone and Train Teachers)
Overview:
The Intervention Program titled E-CHAT Teachers endeavors to help
teachers of Bagong Barangay Elementary School enhance their skills and
knowledge in digital literacy. It sought to extend help to teachers become digitally
literate in this fast-changing world. This program is an offshoot resulting from
the study conducted on the experiences, and challenges of teachers on digital
divide and literacy.

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Rationale:
In this fast-changing world, there is still one thing that doesn’t change: If
learners are the hearts of education, the teachers are the hands that hold the
hearts. The world is fast-paced; so are the young learners. But this cannot be said
for most teachers. The mentors of today are as varied as the populace of the world
in terms of digital literacy. Somehow, this creates a digital divide among them.
In the context of education digital divide refers to the disparity between
demographics and regions that have access to current information and
communications technology, and those that don't or have restricted access. This
technology can include the telephone, television, personal computers and
the Internet.
The digital divide normally exists between those in cities and those in rural
areas; between the educated and the uneducated; between socioeconomic groups;
and, globally, between the more and less industrially developed nations. Even
among populations with some access to technology, the digital divide can be seen
in the form of lower-performance computers, lower-speed wireless connections,
lower-priced connections such as dial-up, and limited access to subscription-
based content.
To be able to address these gaps, hence this program.
Objectives:
The Program aims to achieve the following:

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1. Abridge the digital divide between and among teachers by providing them
with the necessary skills, knowledge and skills in ICT;
2. Increase teachers’ digital literacy for them to become facilitators of
learning; and
3. Provide trainings, webinars and workshops suited to the teachers’ needs.
Activities:
1. Professional Development Activities for Teachers
2. Team and Peer Teachings
3. Enhancement of LAC Sessions focused on digital efficiency of teachers
4. Webinars, Workshops, Trainings, and Capacity-Building Activities
5. Conduct of Researches Relative to ICT
6. Partnership with LGUs, NGOs, and Other Stakeholders that Will Provide
Free Trainings to Teachers
Expected Outcomes:
1. Digital divide between and among teachers may be reduced, if not totally
eliminated, to create a harmonious relationship in the school.
2. Teachers gain sufficient and appropriate trainings for their holistic
development as individuals.
3. Optimum digital literacy of teachers is achieved.
Program Goal:

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 Equip teachers with the desired knowledge and skills in using digital
technology for them to maximize their full potentials as facilitators of
learning.
Chapter 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusion drawn, and
recommendation offered.
Summary of Findings
This study delved into the experiences, challenges and recommendations
in digital divide and literacy in terms of digital accessibility as to material access,
motivational access and skills access as well as digital utilization and digital

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receptiveness of the teachers of Bagong Barangay Elementary School. The
participants of this study were twenty (2o) teachers who were in the service for at
least three years. Descriptive Phenomenological Psychological using Giorgi’s
Method was employed to illustrate and comprehend the lived experiences of
teachers on digital divide and digital literacy.
Significant results revealed that the experiences of teachers in digital
divide in terms of digital accessibility where the twenty teachers agreed that there
was, indeed digital divide between teachers, and that digital literacy should be
practiced to the maximum. Among those revealed were the need for provision of
gadgets and other electronic tools, age as a factor in digital divide, as well as
personal motivation in utilizing digital technologies. The presence and
importance of social media platforms such as Google Meet, Zoom, Facebook and
Messenger were also noted.
The challenges of teachers were internet connectivity problem, lack of
knowledge of teachers, unavailability of gadgets of learners, and inability to meet
the different teaching preferences of teachers. Noteworthy also was the perceived
self-efficacy of teachers as regards to the use of digital technologies.
Recommendations include the improvement and/ or provision for faster
internet connection, provision for electronic devices for online teaching, and
conduct of trainings, workshops, and webinars for teachers. Likewise, it was
recommended that peer and LAC sessions be conducted periodically to address
the digital gaps.

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Conclusions
Based on the results of the study the following conclusions in terms of the
research questions were derived:
Research Question No. 1: What are the teachers’ experiences in digital
divide and literacy in terms of accessibility, utilization and
receptiveness?
The study revealed that there existed a digital divide among the teachers of
Bagong Barangay Elementary School in terms of accessibility, utilization and
receptiveness in digital technologies. Based on the findings of the study,
teachers recognize that there were readily available resources in the internet and
that these were all complimentary with no extra cost for them. However, it
implied that economic status caused the divide among them as they experienced
hardships and struggles in extending their purchasing power.
Provisions for trainings and resources also pose divide among teachers. As a
result, teachers foundd it difficult as they lack digital competence and skills, as
well as digital equipment to use in teaching digital literacy that can improve their
teaching capabilities in the New Normal. Apart from these, teachers were
motivated to help learners, their colleagues and were willing to learn how to use
the digital devices. As a result, teachers initiate their own strategies, design their
own activities and connect learners even in out-of-school literacy practices.
As for their experiences in digital literacy, their experiences were also
exemplified by struggles to survive disciplinary challenges with learners,

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shortages of equipment and limited digital skills. Teachers have good intentions
of learning and acquiring knowledge and put them into actions, as they know the
importance of professional development and for their own advancement and
promotion, but they lack skills and therefore take initiatives in order to meet their
desired outcomes. The fascinating discovery is the resilience of teachers surviving
by collaborating, networking, sharing, curating, and adjusting to technologically-
driven curriculum innovation in a resource-constrained curriculum.
Research Question No. 12: What are the teachers’ challenges in digital
divide and literacy in terms of accessibility, utilization and
receptiveness?
Online face-to-face interviews revealed that some participants lack skills in
digital literacy because they do not have or little access to training facilities. This
lack of skill was predominantly universal for teachers who had been teaching for
some time and who did not receive any formal training on the teaching of digital
literacy in public schools. Economic inequalities and teachers’ impartiality to
technologies also posed challenges to teachers. According to most participants,
they less likely used the digital devices because of their inability to use different
functions, and that they thought these cannot replace the ability of teachers to
teach when in the classrooms.
Poor or no internet connection also was the top challenge faced by the
teachers under the New Normal. While it is true that skills and knowledge are
cl
important in teaching, it can be warranted the need for good and fast internet
connection as education during the pandemic is via online. The lack of it was a
big challenge in itself, not just for teachers, but for the entire educational system
as well.
Age, on the other hand was a factor in teaching online. Most teachers admit
that they were challenged to practice teaching online because of their age. Most
teachers who were in their mid-fifties tend to ignore the advantages of using and
learning devices, as they were more adept to the old ways of teaching.
Moreover, the scarcity of computer technology in public schools was a serious
threat to digital literacy. Most of the challenges faced by participants were
overcome by the strategies and initiatives of teachers themselves. Digital literacy
to most teachers was present. The teachers acknowledged the importance of
enhancing their digital literacy.
Research Question No. 3: What are the teachers’ recommendations in
digital divide and literacy in terms of accessibility, utilization and
receptiveness?
As a way of familiarizing oneself to digital literacy demands, teachers created
discussion groups, connected with learners on social media platforms and were
flexible in the use of digital facilities for teaching and learning. This practice
included the use of PowerPoint presentations, using Zoom and Google meeting in
their synchronous classes and uploading lessons and pictures using smart phones
and other devices for social media and learning platforms. In other cases,
cli
participants collaborated with learners and teachers from other schools to
participate in programs, projects and activities that supported the learning of
digital literacy. Participants emphasized the role and involvement of passive
learners making contributions on platforms that were digitally based. Teachers
also participated in webinars, trainings and workshops which were either
provided for free or they spent for their own trainings just so to be competent.
Peer teaching and Lac sessions were also common activities that enhance teacher
competence while teaching online.
Research Question No. 4: What digital intervention program may be
proposed based on the findings of the study?
Based on the findings of the study, an intervention program entitled E-CHAT
Teachers was proposed which aimed to enhance the digital skills and knowledge
of teachers.
Recommendations
Based on the summary of findings and conclusions, the following are
hereby recommended:

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1. Department of Education may conduct more webinars and
trainings for teachers regarding ICT and ICT-related issues.
2. Division Office may tap and collaborate with different NGOs, LGUs
and other stakeholders for the endowment of electronic devices for teachers.
3. Schools may seek the assistance of the Master Teachers and ICT
Coordinators in the conduct of LAC Sessions, as well as Peer Teachings.
4. Schools may conduct Professional Development Activities or
teachers.
5. Schools may fund through the MOOE the researches on digital
literacy and other ICT-related issues.
6. Schools may implement the intervention program as output of this
study.
7. Similar studies funded by the Department of Education, Division
Offices and schools may be reflected on using different participants, methods,
locale and variables.

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i
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CITY OF MANILA

EXPLORING TEACHERS’ DIGITAL DIVIDE AND LITERACY:

Fulfillment of the Requirements

for the Degree Master of Arts in Education

Major in Educational Administration

UNIVERSIDAD DE MANILA-GRADUATE SCHOOL OF EDUCATION

This thesis entitled “EXPLORING TEACHERS’ DIGITAL DIVIDE

Approved by the Committee on Oral Examination on April 22, 2021 with

Accepted as partial fulfilment of the requirements for the Degree Master

of Arts in Education major in Educational Administration.

UNIVERSIDAD DE MANILA-GRADUATE SCHOOL OF EDUCATION

received it, and it will be yours.

God’s support lifted and carried her through to completion.

The significance of “doing” this thesis is much more than merely

The researcher’s adviser, Dr. Jacqueline B. Patarata, who provided

a high-quality study that conceptualizes Exploring Teachers’ Digital Divide and

Literacy: An Intervention Program;

UNIVERSIDAD DE MANILA-GRADUATE SCHOOL OF EDUCATION

sincere and valuable guidance and encouragement to which the researcher is

extremely grateful and indebted for;

The research committee: Dr Ronald A Herrera, Dr. Sheryl H.

A wonderful person who had mentored and enlightened the researcher

Miss Ardeliza G. Caburnay; for helping through the multiple stages of

providing a positive energy, which encouraged her to improve every time;

Master Teacher-in-Charge, Mrs.Lady Jazzie J. Morales-Mamita and

UNIVERSIDAD DE MANILA-GRADUATE SCHOOL OF EDUCATION

The 20 teacher participants of Bagong Barangay Elementary School who

related to digital divide and digital literacy, special thanks;

friendship is always there;

In addition, the members of minions’ squad – Bing2x, Ruby, Jessa and

someone cracked a joke;

UNIVERSIDAD DE MANILA-GRADUATE SCHOOL OF EDUCATION

dedicated, the researcher’s parents, Antonio L. Lianda, and Elvira L.

of strength, and sunshine on the cloudy days;

generation of Filipinos, continue to display patriotism and greatness. All of them

wisdom and shower unending patience. Viva!

UNIVERSIDAD DE MANILA-GRADUATE SCHOOL OF EDUCATION

This thesis is dedicated to the researcher’s late grandmother, Ma-am

still alive to witness her success.

May the lord Jesus Crist be with you.

You will forever be missed.

UNIVERSIDAD DE MANILA-GRADUATE SCHOOL OF EDUCATION

Over the years the use of Information and Communications Technology in

Education is finding ways in addressing these gaps, inviting modifications in

policies and curriculum, and enhancing teacher trainings.

This study determined the teachers’ experiences, challenges and their

recommendations as to the digital divide among the twenty teachers of Bagong

a qualitative phenomenological approach, and online and written interviews. The

Giorgi's method of analysis which aims to uncover the meaning of a phenomenon

as experienced by a human through the identification of essential themes was

There was digital divide between teachers in digital accessibility, digital

utilization and digital receptiveness. The themes based on the teachers’

knowledge and skills of teachers in using them. Teachers’ motivations,

UNIVERSIDAD DE MANILA-GRADUATE SCHOOL OF EDUCATION

digital devices, insufficient trainings in ICT, low or no internet connection, and

teachers’ inability to access sites helpful to teaching activities. Recommendations

include provision for faster internet connectivity, teachers’ devices, trainings,

peer teaching among teachers and provisions of funding for researches.

An Intervention Program to address gaps and increase literacy was

proposed out of the results of the study.

Keywords: digital divide, digital literacy, digital accessibility, digital

UNIVERSIDAD DE MANILA-GRADUATE SCHOOL OF EDUCATION

DEDICATION PAGE vii