Relationship of Digital Literacy and Teacher’s Perception of 21st Century Learning: A Study of SMK Bako Kuching, Sarawak

Abstract

This paper aimed to determine teachers' knowledge level in digital literacy and teacher’s perception of the 21st Century Learning in SMK Bako Kuching Sarawak. Many teachers’ nowadays have difficulty to know their level knowledge in digital literacy, especially in the 21st century learning in school. Besides, some teachers have huge interpretation of job burden in spite of teaching using technology. Since there is no study done on this subject in Sarawak, this is the first research done in study teacher’s level perception in digital literacy in school. The objectives of this study were to determine the level of teacher’s digital literacy in SMK Bako. Second, it was to identify significant relationship between antecedents (information literacy, visual literacy, software literacy, technology literacy and computer literacy) and teacher’s perception for 21st century learning in SMK Bako. Third was to determine the moderating effect of gender relationship between digital literacy and teacher’s perception for 21st century learning in SMK Bako. The data was analysed using Pearson Correlation and Multiple Regression to test the hypotheses. This quantitative study shows that there was a significant relationship with digital literacy and teacher’s perception for 21st century learning in SMK Bako Kuching, Sarawak. It was also found that gender moderated the relationship between digital literacy and teachers’ perception in 21st century learning. This study can be a guideline for other researchers, especially in the education sector to evaluate the teacher’s level in digital literacy perception in the future.