Digital Competency of Primary School Design and Technology Teachers for the Implementation of Online Learning and Facilitation

Abstract

This study was conducted to identify the dominant digital competency elements among Design and Technology (DT) teachers in primary schools for online learning and facilitation. Low digital competency among teachers, including DT teachers in primary schools, results in unsatisfactory online delivery of teaching and learning materials to students. Moreover, many teachers still rely on conventional methods instead of utilizing the Internet to support online teaching and learning. The study employed a quantitative survey approach. The researcher adapted and translated the DIGIGLO instrument into the Malay language. An online questionnaire (Google Form) was used to collect data effectively. The population of this study consisted of DT teachers in primary schools in the state of Johor who had been teaching the DT subject for five years and above. The sampling technique used was random sampling, and the selected respondents consisted of 283 teachers from that category. The Statistical Package for Social Science (SPSS) software was used to determine the highest mean scores for the digital competency elements. The findings of the study revealed that the most dominant element of digital competency among DT teachers in primary schools in the state of Johor was the Digital Resources element for online learning and facilitation. The findings of this study have implications for primary school DT teachers in identifying their needs for further training and professional development in their digital competencies.