Primary School Teachers’ Practice Of Digital Wisdom In The Classroom

This research is carried out to explore the practice of digital wisdom among the primary school teachers in the selected schools in Penang. The research instrument for this study was developed using Monika Ardelt’s (2003) theory on wisdom and Heinrich and Molenda’s (1999) ASSURE instructional des...

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Main Author:	Ramdas, Girija
Format:	Thesis
Language:	English
Published:	2018
Subjects:	L7-991 Education (General)
Online Access:	http://eprints.usm.my/47951/1/GIRIJA%20RAMDAS%20-%20PRIMARY%20SCHOOL%20TEACHERS%E2%80%99%20PRACTICE.pdf
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id	my-usm-ep.47951
record_format	uketd_dc
spelling	my-usm-ep.479512020-12-02T02:40:56Z Primary School Teachers’ Practice Of Digital Wisdom In The Classroom 2018-09 Ramdas, Girija L7-991 Education (General) This research is carried out to explore the practice of digital wisdom among the primary school teachers in the selected schools in Penang. The research instrument for this study was developed using Monika Ardelt’s (2003) theory on wisdom and Heinrich and Molenda’s (1999) ASSURE instructional design model. The instrument consists of six dimensions and 38 items . To ensure its reliability and validity, the instrument was reviewed by two experts in Research and Innovations and an expert in Educational Technology. The instrument also went through pilot study, exploratory factor analysis and Cronbach’s Alpha test to ensure its internal consistency. The instrument was then used in the actual study and data was collected from 372 respondents. The findings show that; i) Most teachers practise digital wisdom in their classroom moderately, ii) Digital status has a significant but weak relationship with the practice of digital wisdom, iii) Age has a significant and moderate relationship with the practice of digital wisdom, iv) There is no significant relationship between the locality and the practice of digital wisdom, v) Gender has no significant relationship with the practice of digital wisdom, vi) There is a significant and moderate relationship between experience and the practice of digital wisdom and vii) Education level of the teachers has no significant relationship with the practice of digital wisdom. The results obtained yields insights on the level of digital wisdom possessed by the teachers and relationships that exist between the practice of digital wisdom and the demographic profiles of the teachers. This study is one of the first few studies related to digital wisdom carried out in Malaysia and it broadens the research scope in the field of instructional technology 2018-09 Thesis http://eprints.usm.my/47951/ http://eprints.usm.my/47951/1/GIRIJA%20RAMDAS%20-%20PRIMARY%20SCHOOL%20TEACHERS%E2%80%99%20PRACTICE.pdf application/pdf en public masters Universiti Sains Malaysia Pusat Pengajian Ilmu Pendidikan
institution	Universiti Sains Malaysia
collection	USM Institutional Repository
language	English
topic	L7-991 Education (General)
spellingShingle	L7-991 Education (General) Ramdas, Girija Primary School Teachers’ Practice Of Digital Wisdom In The Classroom
description	This research is carried out to explore the practice of digital wisdom among the primary school teachers in the selected schools in Penang. The research instrument for this study was developed using Monika Ardelt’s (2003) theory on wisdom and Heinrich and Molenda’s (1999) ASSURE instructional design model. The instrument consists of six dimensions and 38 items . To ensure its reliability and validity, the instrument was reviewed by two experts in Research and Innovations and an expert in Educational Technology. The instrument also went through pilot study, exploratory factor analysis and Cronbach’s Alpha test to ensure its internal consistency. The instrument was then used in the actual study and data was collected from 372 respondents. The findings show that; i) Most teachers practise digital wisdom in their classroom moderately, ii) Digital status has a significant but weak relationship with the practice of digital wisdom, iii) Age has a significant and moderate relationship with the practice of digital wisdom, iv) There is no significant relationship between the locality and the practice of digital wisdom, v) Gender has no significant relationship with the practice of digital wisdom, vi) There is a significant and moderate relationship between experience and the practice of digital wisdom and vii) Education level of the teachers has no significant relationship with the practice of digital wisdom. The results obtained yields insights on the level of digital wisdom possessed by the teachers and relationships that exist between the practice of digital wisdom and the demographic profiles of the teachers. This study is one of the first few studies related to digital wisdom carried out in Malaysia and it broadens the research scope in the field of instructional technology
format	Thesis
qualification_level	Master's degree
author	Ramdas, Girija
author_facet	Ramdas, Girija
author_sort	Ramdas, Girija
title	Primary School Teachers’ Practice Of Digital Wisdom In The Classroom
title_short	Primary School Teachers’ Practice Of Digital Wisdom In The Classroom
title_full	Primary School Teachers’ Practice Of Digital Wisdom In The Classroom
title_fullStr	Primary School Teachers’ Practice Of Digital Wisdom In The Classroom
title_full_unstemmed	Primary School Teachers’ Practice Of Digital Wisdom In The Classroom
title_sort	primary school teachers’ practice of digital wisdom in the classroom
granting_institution	Universiti Sains Malaysia
granting_department	Pusat Pengajian Ilmu Pendidikan
publishDate	2018
url	http://eprints.usm.my/47951/1/GIRIJA%20RAMDAS%20-%20PRIMARY%20SCHOOL%20TEACHERS%E2%80%99%20PRACTICE.pdf
_version_	1747821855383748608

Primary School Teachers’ Practice Of Digital Wisdom In The Classroom

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