The digital technology literacy profiles of students as prospective elementary school teachers

Abstract

Students’ digital technology literacy is required to develop technology-based teaching skills as prospective teachers. Therefore, students’ digital technology literacy profiles must be known as a basis for learning policies. This research aims to describe the digital technology literacy profile of students as prospective elementary school teachers. Using purposive sampling, a survey was conducted with a sample of 330 education students at PGRI Madiun University who have taken the Learning Strategy course in the sixth semester. The instrument used was multiple-choice questions and questionnaires. The data analysis technique used descriptive statistics by presenting data through mean and grand mean formulas. The research results showed that the average student’s ability to understand technology and digital information scored 2.34 in the low category. Meanwhile, students’ abilities in using digital technology and information had an average score of 2.42 in the low category. Based on these data, efforts are needed to improve students’ digital technology literacy skills as prospective elementary school teachers. This is realized in the Learning Strategy course which focuses on understanding and using digital technology and information.

IMPACT STATEMENT

Digital technology literacy is needed by students as prospective teachers to hone their skills in technology-based teaching. It is necessary to know the digital literacy profiles of students as prospective teachers for lecturers to implement the next steps needed to improve it. Enhancing students’ technology-based teaching skills as prospective teachers can be done through increasing digital technology literacy.

Keywords:

• Literacy
• digital technology
• students as prospective teachers

REVIEWING EDITOR:

• Shuyan Wang, The University of Southern Mississippi, United States

SUBJECTS:

• Higher Education
• Primary/Elementary Education
• Teachers & Teacher Education

1. Introduction

The world is now facing the era of industrial revolution 4.0, in which digital technology is rapidly developing (Oke & Fernandes, 2020). This condition causes changes in almost all aspects of life, such as economic, social, and educational (Nguyen, 2020). The educational aspect plays a very important role in preparing the new generation to face the challenges of progress in the industrial revolution 4.0 (Focacci & Perez, 2022). Educators must prepare themselves for education in such a new era. This requires changes to the learning aspects we know as digital transformation era learning (Seaman & Seaman, 2023).

In the era of digital transformation, students, especially at the elementary school level, are utilizing digital technology to learn and gain knowledge through teacher assistance (Cruz et al., 2023). Skills in using digital technology are one of the important competencies required by elementary school teachers in the digital transformation era, in addition to other competencies such as creativity, critical thinking, communication, problem-solving, mathematical skills, and collaboration (Gedik & Delican, 2022; Mariscal et al., 2023). To address this challenge, elementary school teachers must be able to integrate classical methods with digital methods in learning to support the achievement of elementary school students’ competencies in the era of digital transformation (Kindei et al., 2022).

Elementary school students must be aware of the rapid development of technology and knowledge (Mariscal et al., 2023). Cardona and Rodríguez (2022) explained that this need must be addressed by teachers to foster students’ knowledge of digital technology and allow them to obtain various kinds of learning resources using digital technology. Therefore, digital technology literacy for teachers is necessary for learning activities (Sajidan et al., 2023). Learning that follows the demands of the digital transformation era will be able to prepare students to adapt to the world of work, especially in aspects of using digital technology. If teachers do not have digital technology literacy skills, students cannot develop these skills (Filiz & Kurt, 2022).

Realizing the demands of the digital transformation era, the Indonesian government, through Law Number 14 of 2005 concerning teachers and lecturers, has determined the competencies that teachers must have, namely (1) professional, (2) pedagogical, (3) personality-related, and (4) social. These four competencies are not enough to meet the learning challenges of the era of digital transformation. Additional knowledge and skills are needed, especially in the integration of digital technology into learning, referred to as digital technology literacy (Ata & Yïldïrïm, 2019).

In response to the need for digital technology literacy among teachers, the United Nations Educational, Scientific and Cultural Organization (UNESCO) has developed a technology-based approach. Mariscal et al. (2023) researched teacher digital technology literacy. However, this research is still a literature study regarding portraits, factors, and efforts to improve it. Furthermore, Isrokatun et al. (2022) conducted research on a set of digital technology literacy to prepare prospective teachers to teach with digital technology. This research is only an initial stage to identify teacher competencies related to technology. The latest research was carried out by Karsli et al. (2023), namely developing an instrument to assess teachers’ pedagogical competence in digital technology. Related research has also been conducted by Tomczyk (2020), namely digging deeper into the conceptualization of teacher identity in elementary schools regarding the use of digital technology for teaching and learning. Teachers need digital technology literacy skills to utilize them in learning activities (Çam & Kiyici, 2017).

Elementary school students are one of the components related to digital technology literacy (Rambousek et al., 2016). These students are prospective elementary school teachers who must be equipped with digital technology literacy (Isrokatun et al., 2022). Digital technology literacy is not only needed during lectures but also when they are on duty in the field as actual teachers (Bali̇kesi̇r et al., 2022).

The Learning Strategy course is a course designed to prepare students to have pedagogical skills in the age of digital transformation. In the Learning Strategy course, students will learn various fundamental concepts of planning and learning strategies, the relationship between learning planning, learning planning steps, learning strategies and the creation of product designs and implementation in the field of learning (Crawford, 2005). Through this course, students also learn various approaches, models, strategies, and methods in active learning and it can teach them the demands of the digital transformation era (Thuy Hang & Hong Van, 2020).

In the Learning Strategy course, students must be able to complete course assignments by searching for information on the Internet and other digital media, joining online discussion groups, and updating the latest news (Fazilla et al., 2023). In addition, the course may require searching, processing, organizing, and packaging information in various formats, such as texts, images, sounds, and other forms, which are, of course, related to the mastery of digital sources and devices (Cueva & Inga, 2022). As a student, searching for information online and using digital technology is very common. However, digital literacy competencies, which include aspects of understanding and using digital technology to process information, are not yet fully possessed. The importance of literacy also shows that the process of literacy is not only language proficiency but also the ability to solve problems and analyze information. If individuals already have this skill, then survival will be much better (Tang & Chaw, 2016).

Based on these problems, this research aims to determine the level of digital literacy of students, who have taken the Learning Strategy course, in terms of understanding and using digital technologies and information in primary education at the Faculty of Teaching and Education of Universitas PGRI Madiun. Therefore, an analysis of the digital technology literacy profile of students as prospective teachers need to be carried out as a basis for decision or policy-making in improving the learning process in the Learning Strategy course. The results of this research can later be used as consideration in determining learning strategies that can empower digital technology literacy as an effort to prepare prospective teachers who have digital technology literacy skills.

2. Digital technology literacy

The term digital technology literacy was first put forward by Gilster and Glister (1997) as the ability to understand and use information from various digital sources in various contexts, academic, career, and everyday life. Digital technology literacy is a person’s ability to use information communication technology (ICT) to search or find, evaluate, utilize, create, and communicate information that requires cognitive and technical skills (Yu et al., 2017). Digital literacy is a life skill that involves the ability to use technology, information, and communication devices, as well as information management skills, critical thinking skills, and appropriate online behavior (Ata & Yïldïrïm, 2019; Purnama et al., 2021; Reddy et al., 2022)

Digital technology literacy has an important role in education, including helping students to search for and select valid and credible literature from various sources, preventing students from various cyber threats, preventing students from fake news, and helping students understand their rights to privacy and data security (Isrokatun et al., 2022). It can help students communicate and collaborate with friends or teachers via digital media (Loglo & Zawacki-Richter, 2023). Digitally literate students will avoid plagiarism, have good achievements, and have a greater chance of getting a job. With the many important roles of digital literacy in the realm of education, especially in the current digital era, students are required to have digital literacy as one of the skills required as prospective teachers (Bali̇kesi̇ et al., 2022).

Digital technology literacy for teachers is used to develop teacher professionalism in carrying out teaching and learning activities with students (Blau et al., 2020). Teacher professionalism is formed through critical thinking, creativity, communication, and collaboration skills and has various literacies, including digital technology literacy (List et al., 2020). This is because the learning activities emphasize students’ ability to think critically and creatively, master information technology, and have good communication and collaboration skills (Lilian, 2022). Therefore, prospective student teachers must also master digital technology literacy to support teachers’ professional skills so that they can help their students acquire these skills.

3. Elementary school education

Primary school education is a study program that prepares prospective teachers to have teaching skills by utilizing digital technology (Fazilla et al., 2023). PGRI Madiun University is one of the universities that has an elementary school education study program. Primary school education at universities plays a role in equalizing digital literacy among students as prospective teachers (Melash et al., 2020). Universities receive input from new students who grow and develop in a digital environment.

The primary school education study program aims to prepare prospective primary school teachers who can teach using digital technology. Based on the Law of the Republic of Indonesia no. 14 of 2005, the primary school education study program exists as an effort to respond to community demands in the process of improving the academic quality of teaching staff who are ready to compete in the era of digital technology development.

4. Learning strategies

Learning Strategy is a course that covers the basic concepts of learning planning and strategies, the relationship between learning planning, learning planning steps and learning strategies, and the creation of product designs and implementation in learning (Crawford, 2005). Through this course, students also learn about different approaches, models, strategies and methods of active learning and are able to teach them according to the requirements of the age of digital transformation (Redfern, 2015). The learning strategy course is a course that prepares students to teach according to appropriate strategies by utilizing digital technology in accordance with existing standards (Rosenberg, 2001).

The Learning strategy course concerns teaching patterns of learning activities that teachers can use contextually, according to student characteristics, school conditions, the surrounding environment, and the learning objectives formulated (Weinstein & Mayer, 1983). Learning strategy courses contain methods, techniques, and procedures that teachers can use in presenting learning content to achieve the expected goals (Weinstein, 1988). Learning methods and techniques as part of a learning strategy are an important element for teachers to understand. Learning strategies are prepared based on a certain approach (Nordell, 2009; Shi, 2017).

5. Research question

The following questions are formulated to analyze the digital technology literacy profiles of primary school education students as prospective teachers in the Learning Strategy course.

• What is the digital technology literacy level of elementary school education students in terms of the ability to understand technology and digital information after taking the Learning Strategy course?

• What is the level of digital technology literacy of elementary school students in terms of the ability to use digital technology and information after receiving the Learning Strategy?

6. Research methods

6.1. Research methods

This is a descriptive research that includes surveys of prospective elementary school teachers at PGRI Madiun University. Survey research is a quantitative research procedure conducted on a sample or overall population designed to describe certain attitudes, opinions, behaviors, or characteristics (Cohen et al., 2000). The main aim of research is to examine and describe individuals, groups, and situations (Creswell, 2013). The situation described is the profile of digital literacy, aspects of understanding and use of digital technology and information among primary school students at the Faculty of Teaching and Education, Universitas PGRI Madiun.

In the initial phase of this research, the problem was found, then the researcher studied the theory and formulated a hypothesis (Webster, 2007). The next stage is determining the population sample and preparing research instruments through tests and questionnaires (Richey & Klein, 2007). After the instrument is prepared, it should be validated with material and education experts (Yang, 2022). The data was then collected using tests and questionnaires that had been validated for 330 students. Quantitative data collected from the students was then analyzed descriptively and conclusions were drawn.

6.2. Data collection techniques and instruments

The test instrument obtains research data on students’ technological literacy abilities regarding understanding technology and digital information (Secolsky, 2017). A questionnaire is a data collection technique that is carried out by giving a set written statements for the respondent to answer (Mohamad et al., 2015). The questionnaire was used to obtain research data regarding students’ technological literacy abilities regarding digital technology and information (Brent & Leedy, 1990).

The research instruments used in this study were test questions and questionnaires. Research instruments are tools used for research by collecting data to facilitate the work and improve the results (Marczyk et al., 2005). The test instrument used in this research is a multiple-choice question sheet to measure students’ technological literacy skills in understanding technology and digital information.

The steps taken in preparing student test question instruments start with creating a question grid based on indicators of digital technology literacy (Babbie, 2021; Mohamad et al., 2015). The researcher then prepared test questions with a total of 25 questions based on the grid and created an answer key. In the next step, the test questions are validated by educational experts and material experts and then corrected by the researchers according to the instructions of the two experts (Heale & Twycross, 2015). Apart from that, validation was also carried out with product moment correlation with a value of 0.53 > 0.05, and reliability was tested with Cronbach’s Alpha with a value of 0.86 > 0.50. Based on these results, it shows that the test questions are valid and reliable.

Measuring tool to determine digital technology literacy skills The aspect of using technology and digital information is carried out using a questionnaire (Newman & Benz, 1998). The questionnaire instrument used in this research was a closed questionnaire sheet. The questionnaire is prepared based on indicators that have been established for digital technology literacy skills.

The steps taken in preparing the questionnaire begin with creating a grid based on technological literacy indicators (Baumgartner et al., 2023). Then, a questionnaire is prepared based on the grid that has been created (Buntins et al., 2021). The statements in the questionnaire are drawn up on the basis of a 20-point grid on technological competence. The next step is to validate the questionnaire by educational and material experts, and then the researcher corrects it according to the instructions of the two experts (Cerero et al., 2023). After adhering to the above, validation was also carried out with product moment correlation with a value of 0.46 > 0.05, and reliability was tested with Cronbach’s Alpha with a value of 0.74 > 0.50 (Heale & Twycross, 2015). Based on these results, the questionnaire was found to be valid and reliable.

6.3. Population and sample

The population in this study consisted of 1400 students of the elementary school program. The sample in this study consisted of students in the 6th semester of the elementary school education program (2022/2023 academic year) with a total of 330 individuals who had taken the Learning Strategy course in the previous semester. The sampling technique in this study was a purposive selection (Jones et al., 2018). Purposive sampling is a technique carried out with certain considerations (Marczyk et al., 2005). Purposive sampling was carried out with the consideration that 6th-semester students had taken the Learning Strategy course, so they already had digital technology literacy skills to develop technology-based teaching skills as prospective teachers.

6.4. Data analysis

The data analysis technique was carried out using descriptive statistics through distributing questionnaires and tests (Kotronoulas et al., 2023). Descriptive statistical analysis was used to answer the research question related to the level of digital technology literacy of student teachers who have taken the Learning Strategy course when measuring digital technology literacy in terms of understanding and using digital technology and information (Reddy et al., 2022). The collected questionnaire and test results were analyzed using descriptive statistics (Gremse & Schulz, 2011). Data analysis in this research uses statistics by presenting data through mean and grand mean formulas. The mean is used to calculate the average value of a variable, while the grand mean is used to calculate the total average (Ali, 2021). In this technique, the data is entered into a table. They are then analyzed and interpreted in sentences as explanations. The criteria for competence in the field of digital technology can be seen in Table 1.

Table 1. Digital technology literacy competency criteria.

No	Score	Category
1.	4.2–5.0	Very high
2.	3.4–4.2	Tall
3.	2.6–3.4	Currently
4.	1.8–2.6	Low
5.	1.0–1.8	Very low

Source: Gilster & Glister, 1997.

7. Results and discussion

7.1. Research result

The results of the digital technology literacy tests of students at Universitas PGRI Madiun were analyzed to obtain research data on students’ digital technology literacy in terms of understanding technology and digital information in learning. Based on the average of the responses from a total of 330 students, the overall average for each sub-variable was calculated using the overall mean formula described in Table 2.

Table 2. Digital technology literacy test results for understanding aspects.

No	Question aspect	Average value	Category
Functional skills and beyond
1	Have ICT skills to operate computers to support learning resources.	2.34	Low
2	Having ICT capabilities in the internet sector benefits learning resources.	2.41	Low
Creativity
3	Creating products in various formats and models by utilizing digital technology.	1.93	Low
4	Have the ability to think creatively in determining learning goals.	3.12	Currently
5	Have the ability to think imaginatively in learning activities.	2.23	Low
Collaboration
6	Ability to explain ideas with others in a group in a digital space during learning activities.	1.92	Low
7	The ability to negotiate ideas with other people in the group in the digital space in learning activities.	2.45	Low
Communications
8	The ability to communicate through digital technology media as a form of learning evaluation	2.52	Low
9	The ability to understand the audience in the digital space regarding their learning readiness.	1.92	Low
10	The ability to know the audience in the digital space regarding their learning interests.	2.53	Low
The ability to find and select information
11	Ability to search for information in digital space to determine the learning model/method that I will use in teaching practice.	2.43	Low
12	The ability to select information in the digital space .	1.95	Low
13	Ability to contribute when dealing with information in the digital space.	2.82	Currently
Critical thinking and evaluation
14	The ability to analyze when dealing with information in the digital space	2.55	Low
15	Have the ability to think critically when dealing with information in the digital space	2.87	Currently
Cultural and social understanding
16	Thinking that is in line with social and cultural understanding	2.08	Low
E-Safety
17	Ability to guarantee security when exploring with digital technology	1.85	Low
18	Ability to guarantee security when creating with digital technology	1.88	Low
19	Ability to guarantee security when collaborating with digital technology	2.93	Low
20	Ability to provide security codes via password and username in a learning application to students.	2.29	Low

After knowing the average of each sub-indicator in the results of the digital technology literacy test, starting from the aspects of functional skills and beyond, creativity, collaboration, communication, the ability to find and select information, critical thinking and evaluation, cultural and social understanding, as well as e–safety, the total average value for each indicator is calculated. The total average value for each indicator is presented in Figure 1.

Figure 1. Results of digital technology literacy test on understanding aspects.

Based on Figure 1, communication is in the lowest value category, with an average score of 1.97, which is in the low category. Cultural and social understanding obtained an average score of 2.08 in the low category. The collaboration aspect obtained an average score of 2.18 in the low category. The e-safety aspect received an average score of 2.24 in the low category. The aspect functional skills and beyond received an average score of 2.37 in the low category. The ability to find and select information received an average score of 2.4 in the low category. The creativity aspect received an average score of 2.43 in the low category. The critical thinking and evaluation aspect received the highest score in the digital technology literacy test results with an average score of 2.71 in the medium category. Based on the average score for each aspect of the indicator, the overall average score for all indicators is 18.38. The overall score can be calculated using the grand mean formula as follows (Ong & Puteh, 2017): $$\text{Grand\hspace{0.5em}Mean}=\frac{\mathit{\text{Total Average}}}{\mathit{\text{Amount of Indicator}}}=\frac{18,38}{8}=2.3$$

Based on the overall calculation results of the quantity indicators used, an average overall value of 2.3 was determined. It can therefore be concluded that this value can be classified as low, as it lies between the interval 1.8–2.6. Based on this data, digital technology literacy, the aspect of understanding technology and digital information for student teachers that is taught through the Learning Strategy course, falls into the low category.

The results of the digital technology literacy questionnaire of primary school students at Universitas PGRI Madiun were analyzed to obtain research data on students’ technological skills in the use of digital technology and information. Based on the average of the responses from a total of 330 students, the overall average for each sub-variable was calculated using the grand mean formula and described in Table 3.

Table 3. Results of the digital technology literacy ability questionnaire on usage aspects.

No	Statement	Average value	Category
Functional skills and beyond
1	I have ICT skills to operate computers to support learning resources.	2.52	Low
2	I have ICT skills in the internet sector to support learning resources.	3.24	Currently
Creativity
3	I can create products in various formats and models by utilizing digital technology.	2.32	Low
4	I have the ability to think creatively in determining learning goals.	2.31	Low
5	I have the ability to think imaginatively in learning activities.	2.14	Low
Collaboration
6	I am able to explain ideas with other people in groups in digital spaces during learning activities.	1.95	Low
7	I am able to negotiate ideas with other people in the group in the digital space in learning activities.	2.02	Low
Communications
8	I am able to communicate through digital technology media as a form of learning evaluation	3.15	Currently
9	I am able to understand the audience in the digital space regarding their readiness to learn.	1.94	Low
10	I am able to understand the audience in the digital space regarding their interest in learning.	2.33	Low
The ability to find and select information
11	I am able to search for information in the digital space to determine the learning model/method that I will use in my teaching practice.	3.54	Tall
12	I am able to select information in the digital space .	1.93	Low
13	I have the ability to contribute when dealing with information in the digital space.	2.82	Currently
Critical thinking and evaluation
14	I have the ability to analyze when dealing with information in the digital space	3.44	Tall
15	I have the ability to think critically when dealing with information in the digital space	2.34	Low
Cultural and social understanding
16	I have thoughts that are in line with social and cultural understanding	2.02	Low
E-Safety
17	I have the ability to guarantee security when exploring with digital technology	1.83	Low
18	I have the ability to guarantee security when creating with digital technology	1.94	Low
19	I have the ability to ensure security when collaborating with digital technology	2.13	Low
20	I can provide security codes via password and username in a learning application to students.	2.24	Low

After knowing the average of each sub-indicator of the digital technology literacy questionnaire, starting from the aspects of Functional skills and beyond, Creativity, Collaboration, Communication, the ability to find and select information, critical thinking and evaluation, as well as cultural and social understanding, e-safety the total average value for each indicator is calculated. The total average value for each indicator aspect is presented in Figure 2.

Figure 2. Results of the Digital Technology Literacy Questionnaire on Usage Aspects.

Figure 2 shows that the indicator for cooperation has the lowest average value of 1.98 and therefore falls into the low category. The cultural and social understanding aspect received an average score of 2.02 in the low category. The e-safety aspect received an average score of 2.03 in the low category. The creativity aspect received an average score of 2.26 in the low category. The communication aspect obtained an average score of 2.47 in the low category. The ability to find and select information aspects obtained an average value of 2.76 in the medium category. The functional skills and beyond aspect obtained an average score of 2.88 in the medium category. The critical thinking and evaluation aspect obtained an average score of 2.89 in the medium category. Based on the average for each indicator, the total average value for all indicators is 19.29. The total score can be calculated using the grand mean formula as follows (Ong & Puteh, 2017): $$\text{Grand\hspace{0.5em}Mean}=\frac{\mathit{\text{Total Average}}}{\mathit{\text{Amount of Indicator}}}=\frac{19,29}{8}=2.4$$

Based on the overall calculation results of the quantity indicators used, an average total value of 2.4 was obtained. It can be concluded that this figure is categorized as low because it is between the interval 1.8–2.6. Based on these data, prospective teachers in the Learning Strategy course have low digital technology literacy concerning digital technology and information.

7.2. Discussion

7.2.1. Digital technology literacy profile understanding aspects

The results of data analysis for each indicator based on the results of the digital technology literacy test, aspects of understanding digital technology and information, are in the low category, as evidenced by the total average score obtained, which is 2.3. The low aspect of understanding technology and digital information is due to the low indicators of functional skills and beyond, creativity, collaboration, communication, the ability to find and select information, cultural and social understanding, and e-safety. Even though critical thinking and evaluation are in the medium category, it is not enough to cover the low levels in other indicators.

The initial findigs of the current research underscored the low indicators of functional skills and beyond are caused by students having low abilities in the field of ICT to operate computers to support learning resources. In implementing Learning Strategy lectures, the lecturer never presented knowledge about computer operation to support learning resources. Students also do not have the opportunity or guidance to understand it. This concept causes students not to have an understanding of operating computers to support learning resources in an innovative, effective, and efficient manner. In addition, students’ ability to understand information and communication technology in the Internet domain to support learning resources is also low. Students do not understand how to use the learning management system. Students use the Internet to communicate with friends or lecturers and to obtain information services on material they have not yet understood in lectures. Explanations of Internet information and communication technology to support learning resources have never been provided by lecturers, resulting in students’ understanding of Internet information and communication technology to support learning resources being relatively low. This is in line with the work of Ata and Yildirim (2019), who emphasized the understanding functional skills and beyond is the ability and competency to understand the technical skills needed to operate various digital tools. The findings of this research study proved that the most important part is understanding the process of adapting these skills to learn how to use digital technology so that it can be understood effectively. Similarly, Bali̇kesi̇ et al. (2022) studied the improve functional skills and beyond by providing explanations of understanding in the field of information and communication technology to operate computers and the internet to support learning resources. The implementation of various methods or models attracting students learning interests was subsequently prioritized significantly.

Based on the findings, the creativity indicator in understanding digital technology is in the low category. This is due to the lack of understanding in creating products in various formats and models by utilizing digital technology. The lecturer in the Learning Strategy course never explained how to create learning products using digital technology. Moreover, a study by Blau et al. (2020) found that various formats and models can be implemented in learning activities to create products, including using various applications to present learning products. The presentation of the learning products must be adapted to the objectives. This previous analysis supported the present research, where students as prospective teachers can already think creatively in setting learning objectives, but they cannot yet think imaginatively in the learning activities. The lecturer has theorized the learning objectives of the Learning Strategy course by using various existing modules and electronic books. The lecturer explained the concept of how to design learning objectives that include audience, condition, behavior and degree so that students have the ability to develop them using creative thinking patterns. This activity is able to support students’ creative thinking abilities in determining learning objectives that are in the medium category. However, this has not affected students’ imaginative thinking abilities in presenting learning activities. Understanding the ability to think imaginatively in learning activities is in the low category. The findings were supported by Bali̇kesi̇ et al. (2022), where the understanding creative thinking abilities is always accompanied by imaginative thinking. This proved that the ability to think imaginatively is used to create new things from imaginative power. Regarding this, students do not understand how to create new things in designing and implementing innovative learning activities. This is because teaching lecturers never provide stimulus to create new things in learning activities. The creativity aspect in understanding digital technology can be improved through explanations from lecturers about how to create learning products by utilizing digital technology. Lecturers are expected to be able to provide stimulus to students through the Learning Strategy course to create new things to support learning innovation.

Additionally, in this study presented collaboration indicators on understanding digital literacy as a form of participation process of several people or groups to cooperate to achieve the desired results. Students’ understanding is low when explaining ideas in a group in the digital space during learning activities. During the delivery of the Learning Strategy course, students never knowledge how to conduct discussions or collaboration activities through digital platform services. The findings were subsequently supported by Rosenberg (2001), where many platforms that can be used for collaborative activities, e.g. Edmodo, Moodle, Google Classroom, Flipped Classroom, etc. However, in this study the students only carry out these activities via the WhatsApp group. Understanding how to negotiate ideas with others in a group in the digital space during learning activities also falls into the low category. This is because students are never given the knowledge and explanations in lectures to carry out these activities. This was in line with Loglo and Zawacki-Richter (2023), where several ways to improve students’ understanding of skills by explaining and implementing models for collaborative learning using various applications that act as Learning Management Systems. Therefore, lecturers need to provide explanations about collaboration by utilizing the Learning Management System supported by live demonstrations.

According to the findings, the communication indicators regarding the ability to understand communication through digital technology media as a form of evaluation of learning and understanding the audience in the digital space towards learning readiness is also low. Apart from that, the ability to understand the audience in the digital space regarding their interest in learning is also low, supporting the analysis by Fazilla et al. (2023). From the analysis, communication was an important tool for students as prospective teachers in carrying out learning activities. The low level of student communication in the digital space is caused by a lack of understanding of digital technology. Lecturers never explain and direct students to use digital forms of communication. Student participation is also lacking in implementing digital communication. In learning activities, students only communicate face-to-face in class, even though face-to-face communication has limitations in the time provided based on lecture time. Communication carried out during lectures has no guarantee regarding student understanding obtained through communication provided during face-to-face meetings. These findings were supported by Cueva and Inga (2022), where the improvement of communication indicators can be made by providing explanations and directing students to carry out digital forms of communication. Lecturers need to provide explanations and facilitate digital communication activities in learning activities. Lecturers need to provide an explanation about the importance of a platform that functions as a Learning Management System as a forum for carrying out digital communication in learning activities.

The next findings of this research study proved the ability to find and select information has a low score. The reason for this is that students, as prospective teachers, have limited skills in searching for information in the digital technology space to determine learning models/methods to be used in classroom practice. The ability to select information obtained in the digital space is also low. Even though the ability to contribute in handling information in the digital space is in the middle category, it is not enough to improve other areas. Most students have not cross-checked the information they have received with the same information from other sources such as books, journals or other sources. These findings align with the research by Filiz and Kurt (2022), who suggested that the ability to cross-check information is important to assess whether the information received is correct or not. By evaluating information, a person will not be easily taken in by provocative issues, become a victim of hoax information, or become a victim of digital-based fraud. Again, this is supported by the research conducted by Kindei et al. (2022), who studied the efforts to improve students’ ability to find and select information. This proved that a growing trend among lecturers to provide explanations and guidance in searching for information through national journals, international journals, electronic books, and various other reputable sources through digital technology. Through these sources, students can search for and evaluate information obtained online. This activity can be continued by discussing with colleagues guided by the lecturer to compare the results of information obtained from various sources.

The next point of discussion focused on the indicators for critical thinking and evaluation in the area of understanding are in the low category. This is because students have low analytical skills when dealing with information in the digital space. Meanwhile, the ability to understand and think critically when dealing with information in the digital space is in the medium category. This was supported by Isrokatun et al. (2022), Where the skills in analyzing and evaluating information are related to the ability to think critically and provide assessments of information obtained digitally. The low indicators were also observed because during lectures in the Learning Strategy course, students as prospective teachers have never received an explanation about how to analyze information in the digital space. Students have also never had the facilities and opportunity to discuss this matter. Moreover, a study by Rosenberg (2001) found that students’ understanding abilities must be built by providing explanations to improve understanding and direct guidance. This proved that critical thinking and evaluation skills are important for students as prospective teachers to be able to analyze information in the digital space before receiving, using, and redistributing the information obtained. Efforts to improve critical thinking and evaluation skills can be made by providing an explanation of how to analyze information in the digital space by looking at the strength of the source, as well as comparing it with other sources, expert opinions, peer opinions, and one’s own opinion through discussion forums.

Additionally, in this study presented cultural and social understanding indicator in the student’s understanding of digital technology is in the low category. This is because thinking that aligns with student’s social and cultural understanding is in the low criteria. Students as prospective teachers need this understanding ability. Students do not yet have study materials to enhance their insight, resulting in poor understanding. Lecturers never provide study materials that extend students’ insight into social and cultural understanding. Students are not able to find serious study materials on the subject. Moreover, a study by Gilster and Glister (1997) found that the efforts need to be made to improve cultural and social understanding are to provide an understanding of reading culture. Through reading, students can broaden their insight so that they will be able to respond to the information obtained based on the knowledge they already have. Similarly, Blau et al. (2020) studied the increase insight will increase students’ critical power so that their ability to respond to information increases. From the description, some positive things that have been done are that students can appreciate the purpose of the messages conveyed by the media and consider the messages conveyed by the media. During lectures in the Learning Strategy course, the lecturer did not provide relevant study materials on a digital platform that could be used as study materials for students as prospective teachers to enhance their understanding of the social and cultural domain. Lecturers must provide sufficient study materials on a digital platform that students can open anytime and anywhere to enhance their understanding of the social and cultural domain.

The findings of this research study proved the e-safety indicator regarding the ability to understand digital technology is in the low category. This is because students’ understanding of the ability to ensure security when exploring, creating, and collaborating with digital technology is in the low category. Meanwhile, the ability to understand how to provide security codes via passwords and usernames in a learning application to students is also low. Lecturers in learning activities never provide an understanding of how to explore, create, and collaborate with digital technology. Students have also never received an understanding from lecturers about how to provide security codes via passwords and usernames in a learning application to students. Implementing learning in class requires lecturers to present learning content by a predetermined design. However, this does not mean that an understanding of security is taught when students are using digital technology. These findings were supported by Cueva and Inga (2022), where students’ understanding of how to select and identify key information and how to use keywords when selecting information needs to be improved. Students’ also need to understand how to select information to ensure the security of the new information they may receive. Students need to be given an understanding of selecting and determining information based on its up-to-dateness, suitability, ownership of the information source, accuracy, and purpose of the information to be used. Moreover, Tomczyk (2020) studied the efforts to improve e-safety indicators for students as prospective teachers can be made by providing explanations and training so that they can understand how to ensure safety when exploring, creating, and collaborating with digital technology. This proved that students also need to be explained so that they understand how to ensure the security of the applications provided to students through passwords and usernames. Students also need to be given explanations to select and determine the information that will be used in diagnosing their students’ learning difficulties in the future so that they can provide effective learning.

The findings of this research study focused on the digital technology literacy skills of students as prospective elementary school teachers greatly influence learning. If technological literacy in digital understanding and information is still low, it is feared that students’ knowledge of teaching using technology is also not good. Thus, students’ ability to understand the Learning Strategy course material is also low and is based only on the final grade. Therefore, a study by Çam and Kiyici (2017) found that digital technology literacy is related to how students implement the learning strategies they understand. From the descriptions, digital technology literacy skills, aspects of digital understanding and information, are related to teacher activities in teaching, which relate to how to present teaching materials using digital technology. Based on this, lecturers need to teach technology-based Learning Strategy courses because this is needed for students as prospective teachers to foster their digital technology literacy.

Based on the results of the discussion on each indicator in this research, it can be concluded that students’ low digital technology literacy in terms of digital understanding and information is caused by lecturers’ lack of explanation about digital technology and information in the Learning Strategy course. Problems in these learning activities lead to students not having a good skills digital technology and information, which in turn leads to students’ digital technology skills in terms of digital understanding and information being low. This was supported by the research conducted by Yu et al. (2017), where relevant problems were analyzed using theoretical explanations on understanding technology and digital information can be presented. From the description, improvement efforts can be presented in the Learning Strategy course to increase students’ understanding of digital technology and information which in the end can have a positive impact on increasing students’ digital technology literacy skills regarding understanding digital technology and information.

7.2.2. Usage aspects of digital technology literacy profiles

The data analysis revealed that participants reported low scores for the use of digital technology and information, as evidenced by the total average value obtained, which is 2.4. The low score is due to the low indicators of creativity, collaboration, communication, cultural and social understanding, and e-safety. Even though the functional skill and beyond indicators, the ability to find and select information, and critical thinking and evaluation are in the medium category, this is not enough to cover the low levels of the other indicators.

The findings from this research study proved the Functional skills and beyond indicators in using and processing information and communication technology to operate computers to support learning resources are in the low category. However, the ability to use and process information and communication technology on the Internet to support learning resources is an intermediate criterion. These criteria indicate that respondents cannot use computers to create or support learning resources, but have sufficient knowledge of Internet information and communication technology. This is because almost all students have smartphones and spend part of their time surfing the internet, but not developing digital technology to produce teaching materials. This findings align with the research by Loglo and Zawacki-Richter (2023), who suggested that efforts to improve functional skills and beyond can be made by providing facilities and assistance to students to develop as widely as possible in operating computers and the internet to support learning resources or learning media.

The next findings from this research proved Creativity indicators in creating products, creative thinking, and imaginative thinking have low criteria. Based on the results of this research, it shows that students’ abilities or levels of creativity have not been developed optimally. Students as prospective teachers still have difficulty thinking creatively in presenting material systematically and interestingly using various digital technology applications. These difficulties are caused because when teaching, lecturers never guide and require students to develop their creative abilities in using digital technology. Moreover, a study by Thuy Hang and Hong Van (2020) found that creativity plays a very important role in determining student learning success. This previous analysis supported the present research, where efforts to increase students’ creative abilities in using digital technology can be made through in-depth guidance provided through the Learning Strategy course to create learning products presented to elementary school students. After in-depth guidance, students can then be required through an assignment given by the lecturer to develop various kinds of learning products.

Additionally, in this study presented collaboration indicators in using and processing digital information technology in explaining and negotiating ideas with others in groups in the digital space in learning activities report low scores. It is clear from these results that respondents are not able to use digital technology to explain and negotiate ideas when participating in digital spaces. This low ability is due to the lack of digital spaces in the implementation of learning that allow students to explain and negotiate their ideas and participate in learning. Students only know the Google Meet or Zoom forums for carrying out digital-based learning. Carrying out learning via the Google Meet or Zoom forum for students is more comfortable by just listening and turning off the video rather than having to actively participate in explaining an idea. Moreover, a study by Blau et al. (2020) found that several ways can be used to improve students’ collaboration skills by using digital technology, which functions as a learning management system in learning activities. Some learning management systems used in learning include Moodle, Edmodo, Flipped Classroom, Google Classroom, etc. This proved that through the learning management system, students can use digital technology to explain and negotiate ideas while participating in learning activities in digital spaces. This activity can increase the collaboration aspect of students.

According to the findings proved communication indicators regarding the ability to communicate using digital media have medium criteria. Still, regarding the ability to understand the audience in the digital space and readiness to learn, they have low criteria. Meanwhile, the ability to know the audience in the digital space regarding their interest in learning also has low criteria. Based on the overall average results, the communication indicators have low criteria. The results of this analysis can conclude that respondents have low ability in communication indicators in using digital media, negotiating opinions, and understanding other people, so this needs to be improved. Moreover, a study by Purnama et al. (2021) found that the low communication skills of respondents cannot be separated from the respondents’ habit of using smartphones as a communication tool. From the description, smartphones are only used to communicate between people, not as a tool for conducting discussions in lecture activities. Students are not used to having the courage to express their ideas and hear other people’s ideas through digital technology. Again, this is supported by the research conducted by Rosenberg (2001), where the efforts to improve communication indicators in using digital media can be made through the Learning Management System. This proved that through the Learning Management System, there is a forum that can facilitate students to negotiate opinions and understand other people in structured discussion activitiess. This facility enables students to develop communication skills in using digital technology.

Based on the findings, the ability to find and select information indicators to search for information in the digital space to determine the learning model/method to be used is in the high category. The ability to select digital information is low. Meanwhile, the ability to contribute when dealing with information in the digital space has medium criteria. Based on the results of the overall analysis, the ability to find and select information indicator has an average, with the criteria being in the medium category. These results show that respondents have moderate abilities in searching for information and selecting information in the digital space. In its application, it still requires efficient use of digital technology to find the required information. This is because students are used to searching for information needed to determine learning models/methods via Google or other search services. Through this service, students obtain various information regarding new and current learning methods/models. However, students do not select the information they receive digitally based on its validity and authenticity. Students do not recognize the power of the information sources they receive. Through this information, students also often contribute by commenting in comment forums as netizens. This activity enhances students’ ability to contribute to information in the digital space. Moreover, Tomczyk (2020), where the indicator of the ability to find and select information regarding the ability to search for information in the digital technology space needs to be improved in order to obtain maximum results. This previous analysis supported the present research, where efforts to improve it can be made through guidance and training to obtain reliable information through various journals, articles, or electronic books from reputable sources. Lecturers can also provide a variety of reading materials that are sufficient for students to read as reference material in the learning management system.

The next point of discussion focused on the Critical thinking and evaluation indicators regarding analytical ability when dealing with information in the digital space have high criteria. Meanwhile, the ability to think critically when dealing with information in the digital space has low criteria. Based on this analysis, it shows that respondents have moderate abilities in critical thinking and evaluation in the field of using digital technology as a whole. However, it still needs to be improved to obtain maximum results in digital technology activities in the critical thinking and evaluation section. Students have the ability to search for information to analyze the reliability of the content, information, and the reliability of the source. However, students cannot think critically to respond to information that already exists or is presented. These findings align with the research by Kindei et al. (2022), who suggested that efforts to overcome this are through regular guidance and training through courses by presenting various kinds of information needed through a learning management system. Next, lecturers need to provide stimulus to students so that students can think critically to respond to the information presented.

The findings of this research study proved the cultural and social understanding indicator regarding thinking ability that aligns with students’ social and cultural understanding has criteria that are in the low category, so treatment is needed to improve this. This analysis shows that respondents are hardly able to reconcile information in the digital space with the context of socio-cultural understanding. Cultural values become a bulwark when it comes to reconciling information in the digital space with the context of socio-cultural understanding. This low aspect is because, in practice in preparing and implementing learning activities in elementary school as outlined in the Learning Strategy course, students have not adapted the elementary school content to socio-cultural understanding. As prospective teachers, students only implement elementary school content outlined in student and teacher handbooks without adapting existing socio-cultural understanding. Again, this is supported by the research conducted by Gilster and Glister (1997), where the currently developing social and cultural understanding requires that learning designs and activities be outlined based on several criteria. These criteria include critical thinking, collaboration, communication, and creativity. This previous analysis supported the present research, where efforts to improve these problems can be made by providing guidance, practice, and facilitating directly to students to implement the criteria by the demands of existing social and cultural understanding and development. This implementation can be done through designing and implementing teaching practices based on predetermined criteria.

Additionally, in this study presented e-safety indicator, which includes ensuring safety when exploring, creating, and collaborating with digital technology, has low criteria. Meanwhile, the ability to provide security codes via password and username in a learning application is also in the low category. Based on these results, respondents have abilities that need to be improved to become better at ensuring security when exploring, creating, collaborating, and providing security codes with digital technology. The findings support the results of previous research conducted by Filiz and Kurt (2022), which states that the percentage of digital technology literacy levels for safety components is in the low category. This is because students have not adapted to an application that contains a series of learning. Additionally, the lecturers in this study have not facilitated the implementation of learning applications that include a range of learning opportunities such as discussion forums, presentation of references and learning resources, presentation forums, uploading of assignments, etc. The findings were in line with Assaf (2013), where the efforts to overcome this problem can be made by providing learning management system facilities to students to carry out learning as well as providing a means for students as prospective teachers to practice implementing and using it by providing security guarantees. Lecturers must provide guidance and training to students directly to develop it and provide security guarantees through passwords and usernames in the learning management system.

The last findings from the discussion of the individual indicators, it is clear that the low level of digital technology literacy in relation to digital information and its use is due to the fact that students are not trained in the development and use of digital technologies and information in the lectures of the Learning Strategy course. Problems in these learning activities result in students not being able to use digital technologies and information, resulting in low levels of digital technology literacy in relation to digital information and its use. Furthermore, a study by Reddy et al. (2022) found that the efforts that can be made to overcome these problems can be done through providing guidance and training to students in using digital technology and information. This previous analysis supported the present research, where these efforts can be presented as part of the Learning Strategy course to improve students’ skills in using digital technology and information, which can ultimately have a positive impact on improving students’ digital technology literacy in terms of using digital technology and information.

8. Limitations

This research has several limitations. First, this research is based on a survey of students’ digital technology literacy skills, limiting the relationship between these findings and other variables. It is hoped that further research can provide more in-depth results about other variables. Second, this research is limited to the results of tests and questionnaires collected from students on the profile of digital technology literacy, which results in the research findings being small and biased. Further research should consider not only students, but also interviews with lecturers or classroom observations to deepen the profiles of students’ digital technology literacy and everything related to it in terms of the implementation of learning activities. Third, the sample for this research was limited to PGRI Madin College students only. It is expected that recommendations for further research can be conducted with a larger sample.

9. Conclusion

An important finding from this research is that students’ digital technology literacy skills are formed through understanding and using digital technology and information. The results of our analysis reveal that the digital technology literacy profile of students’ includes understanding and using of technology and digital information, is in the low category. The low aspect of understanding technology and digital information is due to the low understanding of functional skills and beyond, creativity, collaboration, communication, ability to find and select information, cultural and social understanding, and e-safety. Low aspects of understanding technology and digital information result in students’ low ability to utilize technology and digital information.

Our research provides valuable insight into increasing the digital technology literacy of students’ through aspects of understanding and using technology and digital information presented through the Learning Strategy course. This research contributes to understanding the digital technology literacy profiles of students as prospective elementary school teachers. It is suggested that the low digital technology literacy of students as prospective elementary school teachers is due to low aspects of understanding and use of digital technology and information. Future education research should analyze these issues and focus on ways to improve digital technology literacy skills through theoretical explanations and training in the use of digital technology and information presented through Learning Strategy courses.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Fauzatul Ma’rufah Rohmanurmeta

Fauzatul Ma’rufah Rohmanurmeta is a student in the Basic Education study program at the Malang State University Doctoral Program. He is also a lecturer in Elementary School Education at PGRI Madiun University. Herawati Susilo is a professor at the State University of Malang who acts as a promoter. Mohammad Zainuddin is a professor at the State University of Malang who acts as copromotor 1, while Syamsul Hadi acts as copromotor 2. The main focus of the research carried out is digital technology in learning, digital technology literacy, and students’ abilities as prospective teachers in teaching-based on digital technology. Another research focus is digital technology-based learning approaches.