DIGITAL SKILLS AND TECHNOLOGY USE IN EDUCATIONAL RESEARCH FOR TEACHER TRAINING IN DISTANCE EDUCATION
Abstract
In the rapidly evolving field of distance education, it is essential to equip in-service teachers with the digital competencies necessary to effectively integrate Information and Communication Technology (ICT) into educational research. This study explores the critical digital skills required in the in-service teacher training program at Universitas Terbuka, Indonesia, involving 445 participants across three provinces. Utilising Structural Equation Modeling-Partial Least Squares (SEM-PLS), the research examines key factors such as ICT anxiety, digital flow, digital skills, digital ethics, and the quality of ICT resources. The results reveal significant relationships between the quality of ICT resources and digital flow and ICT integration, highlighting the importance of infrastructure in enhancing educational practices. Notably, ICT anxiety is identified as a significant barrier that affects teachers’ willingness to adopt and integrate technology into their teaching methods, pointing to the psychological challenges associated with technology acceptance. Additionally, digital ethics is critical in encouraging responsible and ethical ICT usage in educational research. While digital flow contributes to a positive attitude toward ICT usage, its direct effect on developing digital skills and ICT integration is limited, indicating areas that require targeted improvement. These findings suggest the need for comprehensive digital literacy programs and ethical training modules to better prepare in-service teachers for the complexities of modern, technology-enhanced educational environments. This study offers valuable insights into the development of ICT competencies in distance education and calls for strategic initiatives to address psychological barriers and optimise the use of digital resources.
Keywords
Digital skill, ICT, educational research, distance education
Supporting Institution
LPPM Universitas Terbuka
Project Number
112./UN31.LPPM/PT.01.03/2024
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