Ramdas, Girija
(2018)
Primary School Teachers’ Practice
Of Digital Wisdom In The Classroom.
Masters thesis, Universiti Sains Malaysia.
Abstract
This research is carried out to explore the practice of digital wisdom among
the primary school teachers in the selected schools in Penang. The research
instrument for this study was developed using Monika Ardelt’s (2003) theory on
wisdom and Heinrich and Molenda’s (1999) ASSURE instructional design model.
The instrument consists of six dimensions and 38 items . To ensure its reliability and
validity, the instrument was reviewed by two experts in Research and Innovations
and an expert in Educational Technology. The instrument also went through pilot
study, exploratory factor analysis and Cronbach’s Alpha test to ensure its internal
consistency. The instrument was then used in the actual study and data was collected
from 372 respondents. The findings show that; i) Most teachers practise digital
wisdom in their classroom moderately, ii) Digital status has a significant but weak
relationship with the practice of digital wisdom, iii) Age has a significant and
moderate relationship with the practice of digital wisdom, iv) There is no significant
relationship between the locality and the practice of digital wisdom, v) Gender has
no significant relationship with the practice of digital wisdom, vi) There is a
significant and moderate relationship between experience and the practice of digital
wisdom and vii) Education level of the teachers has no significant relationship with
the practice of digital wisdom. The results obtained yields insights on the level of
digital wisdom possessed by the teachers and relationships that exist between the
practice of digital wisdom and the demographic profiles of the teachers. This study is
one of the first few studies related to digital wisdom carried out in Malaysia and it
broadens the research scope in the field of instructional technology
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