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Am I a Technophile? the Narrative Study of Teachers’ Belief about Digital Literacy

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 2 No. 4 (2019) · pp. 595–606

DOI
10.34050/els-jish.v2i4.8138
ISSN
2621-0835, 2621-0843
Published
2019-12-19
Publisher
Hasanuddin University
Language
en

Abstract

The aim of the study is to explore teacher’s belief and practice about the use of digital literacy in the EFL classroom. The framework of Borg (2006) about teacher beliefs is used as a theoretical framework for collecting and analyzing data. This study explores how teacher beliefs affect the use digital literacy. The participants of the study were two senior high school teachers in Indonesia. Researchers conducted interviews, classroom observation, and document analysis such as lesson plans, syllabi, and student assignments. The results of the study showed that it was fully crucial to provide a professional development course which was ready-to-use and met the student’s and teacher’s need because in-service teachers have lack of knowledge and experience about digital literacy from their formal learning context. The support of school communities in term of regulation, discussion, sharing experience, and technical aid. Moreover, promoting technology-rich environment also facilitate the use of digital literacy in the classroom in which the technology adopted should be in accordance with digital competence and the needs of students and teachers.

Keywords

Collaboration network of the authors

18 authors · 40 co-authorship links · 11 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Sebelas Maret University
  • Yogyakarta State University
  • State University of Semarang
  • State University of Malang
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Ellisa Indriyani Putri HandayaniSebelas Maret University2
Dewi CahyaningrumSebelas Maret University2
Vera NursyarahAffiliation unknown2
Hilda RakerdaAffiliation unknown2
Bunga IkasariSebelas Maret University1
Rizka JunhitaSebelas Maret University1
Anis HandayaniYogyakarta State University1
Dewi RochsantiningsihSebelas Maret University1
Sri HaryatiSebelas Maret University1
Surya Agung WijayaState University of Semarang1
TyarakanitaState University of Malang1
Sri Samiati TarjanaAffiliation unknown1
Rizka Junhita Rahma WanodyaAffiliation unknown1
Agus WijayantoAffiliation unknown1
Novita Indah PurwaningsihAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, first harvested 3 Nov 2026, last seen 3 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Am I a Technophile? the Narrative Study of Teachers’ Belief about Digital Literacy</dc:title>
	<dc:creator xml:lang="en">Cahyono, Syariful Imam Hadi</dc:creator>
	<dc:creator xml:lang="en">Drajati, Nur Arifah</dc:creator>
	<dc:creator xml:lang="en">Ngadiso, Ngadiso</dc:creator>
	<dc:subject xml:lang="en">Digital Literacy</dc:subject>
	<dc:subject xml:lang="en">EFL Teachers</dc:subject>
	<dc:subject xml:lang="en">Narrative Research</dc:subject>
	<dc:subject xml:lang="en">Teacher Beliefs</dc:subject>
	<dc:description xml:lang="en">The aim of the study is to explore teacher’s belief and practice about the use of digital literacy in the EFL classroom. The framework of Borg (2006) about teacher beliefs is used as a theoretical framework for collecting and analyzing data. This study explores how teacher beliefs affect the use digital literacy. The participants of the study were two senior high school teachers in Indonesia. Researchers conducted interviews, classroom observation, and document analysis such as lesson plans, syllabi, and student assignments. The results of the study showed that it was fully crucial to provide a professional development course which was ready-to-use and met the student’s and teacher’s need because in-service teachers have lack of knowledge and experience about digital literacy from their formal learning context. The support of school communities in term of regulation, discussion, sharing experience, and technical aid. Moreover, promoting technology-rich environment also facilitate the use of digital literacy in the classroom in which the technology adopted should be in accordance with digital competence and the needs of students and teachers.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2019-12-19</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/8138</dc:identifier>
	<dc:identifier>10.34050/els-jish.v2i4.8138</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 2 No. 4 (2019): DECEMBER; 595-606</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/els-jish.v2i4</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/8138/4557</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2019 ELS Journal on Interdisciplinary Studies in Humanities</dc:rights>
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