The Purpose and Objectives
The purpose of the conducted study was to gain objective data on the Russian teachers’ readiness to use those opportunities that modern technology provides in their work. We consider this data to be the starting point of the monitoring and the basis for the corrective actions aimed at the improvement of teachers’ ICT competences as a part of their skills development according to the requirements of the digital economy.
The study’s objectives:
Studying international approaches to the evaluation of the digital literacy level and ICT competences of teachers
The calculation of the digital literacy index
The evaluation of the teachers’ readiness to use digital technology in the learning process (the ICT competences index)
- The formulation of recommendations for all sides interested in the improvement of teachers’ digital literacy level and their readiness to widely use ICT in the learning process.
Method and Tools
Digital Literacy Index of School Teachers
The digital literacy index of school teachers is 87 p.p. out of 100, which is a rather high value. The sub-index “Attitude to technological innovations” has the lowest value of all (76 p.p.). This indicator measured the awareness of modern technological tendencies, skills of working with modern gadgets and apps and the belief that technological innovations are generally profitable. Information and computer literacy, on the contrary, have shown the highest results — 93 and 92 p.p. correspondingly.
Digital Literacy Index of College Teachers
College teachers, too, demonstrate high values of knowledge, skills and attitudes concerning digital technology It appears that working in modern education is almost impossible without knowledge, skills and attitudes in all five components of digital literacy. The digital literacy index of college teachers is 88 p.p. out of 100. Like their colleagues from schools, college teachers have the lowest value at the indicator that shows their attitude to technological innovations: it is only 78 p.p. in their case.
Comparison of the Digital Literacy Level of Teachers and Other Social Groups
In 2018 NAFI Research Center conducted Russia’s first comprehensive evaluation of the digital literacy level. As part of the study, the values of the digital literacy index were obtained both for the whole Russian population and for individual social subgroups. School and college teachers have a high level of digital literacy, which significantly exceeds the average Russian level. The digital literacy index of the adult population of Russia as a whole evaluated by a similar measurement method is 52 percentage points out of 100 possible. Comparing the digital literacy level of teachers and their students, it can be noted that the digital literacy level of teachers exceeds the digital literacy level of adolescents aged 12-17 and young people 18-24 years old, despite the fact that the representatives of these target subgroups demonstrated a rather high level of digital literacy, too — 73 p.p. out of 100 possible among adolescents (12-17 years old), and 77 p.p. out of 100 possible — among young people aged 18-24 years.
School teachers significantly exceed their students in all dimensions of digital literacy except for the attitude to innovations: adolescents aged 12-17 actively use modern gadgets and technology in their everyday lives, can easily navigate through the world of the technological novelties use. The biggest gap lies in the dimension of computer literacy: here school teachers exceed their students by 30 p.p. (92 p.p. against 62 p.p. among children).