Abstract
Technology plants concrete effects on the supremacy of humans' technological success that have been remaining awe-inspiring aspects for stakeholders; teachers and students since last eras. Teachers make students technologically literate, reshape their hidden potential, skill them through modern gadgets, help in understanding and evaluating their functions applying technological and engineering standards for goal achievements. Present research was conducted to explore the effect of teachers’ technological literacy on students’ academic success occurs in vibrant environment on conveniently selected sample of 200 teachers working in public and private universities of district Lahore. Researchers administered a self-developed survey to collect data from teachers. Content validity of questionnaire was ensured from experts and reliability was confirmed by calculating Cronbach’s Alpha Scores .821. Normality of the data was assured by calculating Shapiro-Wilk’s test, ¬ n < 2000, p > .05. Students’ academic success was measured through acquiring achievement scores, obtained from concerned university offices ensuring ethical considerations, as in data collections. Results of independent samples t-test and regression analysis ascertained no significant difference between usage of technological literacy by teachers’ gender and university type; male teachers working in public and private universities have same usage of technological literacy as compared to female teachers. Moreover, teachers’ technological literacy affect 43% on students’ academic success occurs in vibrant learning environment. On the basis of results, research recommends that universities may established digital lab ensuring vibrant environment and hire technologically literate staff providing fringe benefits to meet 21st century technological literacy demands for students’ success. Keywords: digital citizenship, students’ achievement scores, technological literacy, technological concepts, vibrant environment
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