Digital Presentation Skills and Self-Confidence in Integrating ICT Among Secondary School Mathematics Teachers
DOI:
https://doi.org/10.67167/vertex.681Keywords:
digital professionalism, digital tools, online learning, technical quality, video-recorded lecturesAbstract
This study assessed teachers' digital presentation skills and self-confidence in integrating information and communication technology (ICT) for blended learning support and determined the relationship and variations of the different dimensions of these variables. The findings indicate that overall, teachers demonstrated very satisfactory or very high level of digital presentation skills, with Content Quality and Accuracy receiving the highest scores. Self-confidence in integrating ICT for blended learning was generally high, with School Technology Development scoring the highest among the dimensions. In terms of the levels of digital presentation skills, significant differences were observed between Content Quality and Instructional Quality, Content Quality and Technical Quality, Instructional Quality and Accuracy, Technical Quality and Accuracy, and Technical Quality and Delivery. In terms of self-confidence in integrating ICT, there were significant differences between Facilitate or Inspire and School Technology Development, Design and Development and School Technology Development, and Professional Growth and School Technology Development. When grouped by year level taught, significant differences were found in teachers' content quality and instructional quality in digital presentations. However, there were no significant variations in teachers' self-confidence levels across dimensions of integrating ICT when grouped by grade level. Additionally, notable negative correlations were observed between content quality and design and development, modeling digital professionalism, digital citizenship and responsibility, and professional growth. These findings serve as a basis for the development of a digital enhancement manual, focusing on improving teachers' digital skills in areas with lower ratings. This research aims to enhance the quality of digital teaching in secondary school mathematics, ultimately benefiting both educators and students.
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