The Digital Literacy in Teachers of the Schools of Rajouri (J&K)-India: Teachers Perspective

Full Text (PDF, 574KB), PP.28-40

Views: 0 Downloads: 0


M Mubasher Hassan 1,* Tabasum Mirza 2

1. BGSB University Rajouri, J&K (India)-185234

2. Dept. of School Education, Govt. of J&K (India)

* Corresponding author.


Received: 28 Mar. 2020 / Revised: 1 Jun. 2020 / Accepted: 13 Jan. 2021 / Published: 8 Feb. 2021

Index Terms

Digital Literacy, ICT integrated education, Digital Platforms, E- Content and Online Educational Resources.


The present age is the age of information. The globalization has affected every sphere of the life including education. In spite of availability of ICT infrastructure in schools, their potential is underutilized because of digital incompetence of the teachers.  New digital technologies are acting as a catalyst towards improvement of learning outcome and enhancing quality of education, but only introduction of such technologies in schools for producing change and innovation is not enough, it requires digitally competent teachers to facilitate the use of ICT in education. These teachers will act as facilitators and mentors to students to lead them towards problem solving and innovation to meet the new challenges of globalization. Teachers must be able to create learning environments which are student centric and foster creativity, Meta cognition, meta-literacy, collaboration and communication in learners. Mere superficial use of ICT in teaching will not yield the required learning outcome, but the integration of ICT in pedagogy is important to enhance teaching, learning process. This can be done only when teachers are competent enough to use ICT tools and facilitate ICT integrated education. In this paper, we tried to assess the teacher’s perspective about the ICT and investigate the factors responsible for resistance of teachers in using ICT in schools and suggestive measures for successful integration of ICT in the teaching process by the teachers of Rajouri district (J&K, India). The ICT skills are very important for teachers to support alternative modes of teaching, learning, i.e. e-learning, mobile learning in the present outbreak of pandemic disease caused by Coronavirus-COVID19. 

Cite This Paper

M Mubasher Hassan, Tabasum Mirza, "The Digital Literacy in Teachers of the Schools of Rajouri (J&K)-India: Teachers Perspective", International Journal of Education and Management Engineering (IJEME), Vol.11, No.1, pp. 28-40, 2021. DOI: 10.5815/ijeme.2021.01.04


[1] H. A. Spires, C. Medlock Paul, and S. N. Kerkhoff, “Digital Literacy for the 21st Century,” no. July, pp. 12–21, 2018.

[2] A. Martin, “DigEuLit – a European Framework for Digital Literacy : a Progress Report,” vol. 2, pp. 130–136, 2005.

[3] D. A. J. Belshaw, “What is ‘ digital literacy ’?”

[4] H. Shah, “School Education in Jammu and Kashmir : Issues and Concerns,” vol. 9, no. 1, pp. 107–113, 2018.

[5] G. L. Miranda, “The Limits and Possibilities of ICT in Education,” no. 3, pp. 39–48.

[6] S. Ghavifekr, A. Zabidi, A. Razak, M. F. A. Ghani, N. Yan, and Y. Meixi, “ICT Integration In Education : Incorporation for Teaching & Learning Improvement,” vol. 2, no. 2, 2012.

[7] M. Webb, C. Abbott, B. Blakeley, T. Beauchamp, and V. Rhodes, “ICT and pedagogy A review of the research literature,” no. 18.

[8] K. Ratheeswari, “Information Communication Technology in Education,” J. Appl. Adv. Res., vol. 3, no. S1, p. 45, 2018.

[9] D. Bansal, “BENEFITS OF ICT IN EDUCATION Challenges of ICT enabled Education at school and home,” Issue II, vol. 5, no. Ii, pp. 1–8, 2016.

[10] “What is ICT in Education? Advantage & Disadvantage.” [Online]. Available: [Accessed: 19-May-2020].

[11] A. BORYSIUK, “Benefits and disadvantages of the use of information,” pp. 110–114, 2013.

[12] N. Ayog, “Final Report of the Research Study on Use of Information and Communication Technology in Secondary Schools conducted by Education Quality Foundation of India_New Delhi,” 2015.

[13] J. Woolard, Learning and Teaching Using ICT in Secondary Schools. Sage Publications, 2013.

[14] L. Olsson, “Digital literacy as a challenge for Teacher,” vol. 281, pp. 11–18.

[15] S. Covello, “A Review of Digital Literacy Assessment Instruments,” 2010.

[16] F. Mahini, Z. J. Forushan, and F. Haghani, “The importance of teacher ’ s role in technology-based education,” vol. 46, pp. 1614–1618, 2012.

[17] S. Ghavifekr, T. Kunjappan, and L. Ramasamy, “Teaching and Learning with ICT Tools : Issues and Challenges from Teachers ’ Perceptions,” vol. 4, no. 2, pp. 38–57, 2006.

[18] B. C. Role and T. Volume, “Harvest (Online); Bi-Annual Changing Role of Teachers Volume 2; 2017,” vol. 2, no. 5, pp. 81–83, 2017.

[19] J. M. Lin, P. Wang, and I. Lin, “Pedagogy * technology: A two-dimensional model for teachers’ ICT integration _1159 97..108,” vol. 43, no. 1, pp. 97–108, 2012.

[20] C. Technology, “Factors influencing teachers ’ adoption and integration of information and communication technology into teaching : A review of the literature Charles Buabeng-Andoh,” vol. 8, no. 1, pp. 136–155, 2012.

[21] Malik Mubasher Hassan, Tabasum Mirza and Dr. Mirza Waseem Hussain. " A Critical Review by Teachers on the Online Teaching-Learning during the COVID-19 ", International Journal of Education and Management Engineering (IJEME), Vol.10, No.5, pp.17-27, 2020. DOI: 10.5815/ijeme.2020.05.03

[22] Abbas Pourhosein Gilakjani, Lai-Mei Leong and Hairul Nizam Ismail “Teachers’ Use of Technology and Constructivism” I.J.Modern Education and Computer Science, 2013, 4, 49-63 Published Online May 2013 in MECS ( DOI: 10.5815/ijmecs.2013.04.07