Digital Literacy of Teachers, Families, and Students for Virtual Participation in School: A Multiple Comparison Analysis
Teresa Linde-Valenzuela, Francisco D. Guillén‐Gámez, Ann Devitt
Abstract
This research studies the issue of family involvement in educational centres using digital media, as evidenced to a large extent in the last months of 2019/20 due to the COVID-19 lockdown. As a result of this situation, teachers, students and their families had to use digital resources to ensure continuity of learning, and the only way to involve families was through virtual participation. This paper studies digital literacy of in-service and pre-service teachers, families and pupils, in order to encourage the virtual participation of families in schools. To do so, a non-experimental ex-post facto survey design was used, using statistical analysis of variance (univariate ANOVA). The results suggest that teachers in training and in service demonstrate highest digital literacy levels in particular in informational competence on the Internet and computational competence on office software. Digital competence presents less rating than other dimensions for all profiles, especially for families and pupils, in view of significant differences in the comparative analysis which has been carried out.