The strategies utilized for information spread have mind-bogglingly developed; centuries ancient strategies of face-to-face verbal informational are presently generally being supplanted by computerized communication advances, web and e-education. In 2011, UNESCO has made a system for ICT competences of teachers, with an point to characterize a extend of ICT competency aptitudes for teachers so that they may coordinated advances within the handle of instructing and learning; create educational abilities, collaboration and development in schools with the utilization of ICT. Therefore, the researcher conducted this research to study the digital literacy among secondary school teachers of Delhi city in respect to their gender, work experience and type of school. For this purpose, descriptive survey method was applied & data was collected through self-constructed digital literacy questionnaire. It was administrated to 270 secondary school teachers and the scores were tabulated and calculated via descriptive statistics; mean, median, mode, S.D., t-test. The results showed that Secondary school teachers possess low level of digital literacy. There is significant difference in the digital literacy score of male and female; with different working experience; government and private secondary school teachers. Male secondary school teachers perceive better digital literacy than female secondary school teachers. Secondary school teachers with less working period perceive better digital literacy than secondary school teachers with long working period and the private secondary school teachers perceive better digital literacy than government secondary school teachers.
Volume 12 | 07-Special Issue
Pages: 2241-2250
DOI: 10.5373/JARDCS/V12SP7/20202350