A Review of Digital Competencies of Teachers in the New Normal

Abstract

This study aims to review and analyze the digital competencies of teachers in the New Normal. It seeks to answer teachers' competencies in integrating the technology to deliver the quality of education in the digital classroom space. The study used secondary data from two articles (Philippines and China) on teachers' digital literacy and digital competencies. The researcher combined the two secondary data to outline the variable of interest for the new study. The original study applied quantitative and qualitative research methods, but the researcher used only the quantitative approach. The respondents in the study are two hundred fifty-six (256) teachers in China. On the other hand, there is an unknown number of respondents from the Philippines but included a total population enumeration.

The study revealed that teachers’ knowledge increases with the increase in years of experience, and they are digitally literate enough to convey academic activities in an online class. Teachers are digitally competent and have sufficient knowledge and skills regarding technology and digital tools to use in the content knowledge on theories, concepts, facts, and principles of the subject course taught. Likewise, the assessment of pedagogical knowledge and technological knowledge exhibited that teachers had limited competencies in integrating technology in the learning and teaching process. Hence, this study suggests that an advance and comprehensive ICT training and workshop should include in the academic development program of schools to update and enhance the technological skills of teachers to empower them to integrate technology into their practices to be digitally competent in digital education era.