Chapter 1

CHAPTER 1

INTRODUCTION AND CONCEPTUAL FRAMEWORK

1.1 INTRODUCTION

Technology has aided education in a variety of ways and at various levels.

Technology creates new designs and devices, as well as new ideas and processes. Each

new physical device brings with it a new set of procedures and techniques. For example,

the evolution of the telephone has resulted in phone books, answering machines, fax,

telephone shopping, and so on. Changes in technology have an impact on how we work,

travel, communicate, and play. Technology is a useful tool in education for improving

teaching skills and learning ability. It allows the teaching-learning process to be updated

based on the needs of the students. With the help of technology, audio-visual education can

be made available. The computer is an incredible resource in all aspects of teaching and

learning. Multimedia technologies are used in schools and colleges to help students and

teachers communicate ideas. Technology-based education is now available at universities

in developed countries. Smart schools have made significant progress in virtual learning.

Online learning and remote training are two new forms of education in the twenty-first

century. Individuals and societies placed heavy responsibility on the shoulders of

educational institutions and their traditional structures by evolving learning environments

at the beginning of the twenty-first century due to their increasing need for education.

In this technologically integrated world, the ability to activate and recognize the latest

digital developments is essential. The evolution of digital technology in the first two

decades of the twenty-first century has changed the way teachers teach and interact with
 2

their students in day-to-day life. Technological advancements with a variety of digital

innovations that continue to develop present new challenges for education providers

in adapting education infrastructure to these new technologies (Herold, 2016). Teachers,

educators, curriculum designers, and college faculty are all being prepared to facilitate

digital literacy and computational thinking in digital media spaces as a result of

digital innovations.

1.2 LITERACY AND ITS TYPES

Literacy is defined as the ability to read and write in a language in order to achieve,

construct, and communicate in all aspects of daily life. It is also used to identify, understand,

interpret, create, and communicate with digital devices and interfaces in an increasingly

technological world. People who are technologically literate are also digitally literate

because they can easily generate, validate, and share digital content and adapt to new

technologies. There are various types of literacy in the field of education, all of which help

us navigate life and fully participate in our democratic society.

1. Digital literacy - The ability to communicate and access information through the

use of digital technologies such as internet platforms, social media, and mobile

devices. It also includes understanding of how to use technology to construct

meaning, but most importantly, in ways that are appropriate to the needs.

2. Coding & Computational literacy - Computer science is about using computers

to solve problems, while coding (or programming) is about putting those solutions

into action. However, coding is undoubtedly the most visible aspect of computer

science. Computational literacy is the ability to boot up a computer, use a keyboard

and mouse, and work with basic computer programmes.

 3

3. Media literacy - Media literacy is the ability to access, analyze, evaluate, create,

and act using all forms of communication.

4. Foundation literacy - The ability to read, write, and make sense. It is necessary to

navigate society successfully.

5. Visual literacy - The ability to creating videos, photos, infographics, and other

visuals has become essential for daily life and career success.

6. Game literacy - the ability to decode and comprehend meanings in the semiotic

field of games, as well as the ability to generate meaning.

7. Civic literacy - Civic literacy entails being aware of one's rights and responsibilities

as a citizen, as well as being aware of opportunities and pathways for involvement.

These literacy skills enable people to take part in and initiate change.

8. Critical literacy - Critical literacy encourages students to think critically about

what they read rather than simply skimming the surface.

9. Multicultural literacy - The ability to understand and appreciate the parallels and

differences between customs, values, and beliefs.

10. Information literacy - the ability to locate, evaluate, organize, use, and communicate

information in all of its forms, particularly in situations requiring information

processing, solving problems, or knowledge development

These literacies have distinct procedures, tactics, and strategies. Individuals acquire

these literacy skills both inside and outside the home, and they are able to expand their

knowledge and understanding, as well as improve their literacy skills, allowing them to

promote the welfare of their families and communities.

 4

1.3 DIGITAL LITERACY

The ability to find, evaluate, create, and communicate information on digital platforms

such as computers and mobile devices is referred to as digital literacy. Understanding the

use of digital technologies through mobile/ computing devices to fulfil our basic needs of

banking, shopping, communication, and entertainment in an easy and secure manner is

referred to as digital literacy. The world is already moving towards digital literacy. It has

become an essential part of our lives and to make life easier. Not only students, but

teachers, guardians, and parents must promote digital literacy in the classroom and at home.

It is preferable for students to gain these skills before heading into the world of

digitalization. Digital literacy encompasses a wide range of digital reading and writing

techniques across multiple media forms, including words, texts, visual displays and motion

graphics, audio, video, and multimodal forms. Literate users of technology can consume

and create digital composition in the same way that literate individuals can negotiate print

text through the processes of reading and writing.

In the technological era, digital literacy has become a "survival skill" - a key that

allows users to work intuitively in completing complex digital tasks (Eshet- Alkalai &

Amichai-Hamburger, 2004). It encompasses the knowledge, skills, and behavior associated

with the active use of digital devices such as smartphones, tablets, laptops, and desktop

PCs for communication, expression, collaboration, and advocacy. While the focus of

digital literacy was initially on digital skills and stand-alone computers, it has now shifted

to network devices such as the internet and social media. Digital literacy does not replace

traditional notions of literacy; rather, it expands on them to address competency with

computers and other digital devices, the internet, and social media.
 5

While traditional literacy has traditionally been defined as the ability to read and

write, defining digital literacy is a moving target. Digital literacy is exposed to rapid

technological advancements and societal trends in online communication. According to the

United States Department of Education (1996), digital literacy is the ability to use

computers and other technology to improve learning, productivity, and performance.

Barrette (2001), along with Corbel and Gruba (2004), proposed that digital literacy consists

of two core components: (1) the ability to control basic computer operations and (2) the

use of one's understanding of computers for problem-solving and critical thinking.

Son et al. (2011) defined digital literacy as "the capacity to use computers at an adequate

level for creation, communication, and collaboration in a literate society," whereas

Dudeney, Hockly, and Pegrum (2014) defined it as "the ability to use technologies at one's

disposal and understanding the social practises that surround the use of new media." Digital

literacy should become a focal point of educational systems so that digital platforms can

help students and teachers develop critical thinking skills with evolving technology.

1.3.1 EVOLUTION OF THE DIGITAL LITERACY CONCEPT

Literacy is thus defined as the ability to read, listen, speak, and write in order to

effectively communicate and make sense of the world. The definition of literacy has been

expanded beyond the ability to read and write to include the skill to comprehend

information presented (Lanham, 1995). The use of digital tools and platforms to express

oneself in an age dominated by technology transforms the traditional concept of literacy.

Furthermore, the social aspects of literacy shift the emphasis away from individual

expression and toward participatory involvement (Jenkins et al., 2006). As we enter the
 6

third decade of the twenty-first century, technology is constantly changing the environment

in which we live. Hence, "Digital Competence is a requirement as well as a right for

citizens to be functional in today's society" (Ferrari, 2012).

In 1997, Paul Gilster introduced the term digital literacy for the first time in his

book named “The Digital Literacy”. He described this as the literacy in the digital age and

explains that a digitally literate person must understand and use information from various

digital sources. Eshet-Alkalai (2004) defined digital literacy as a survival skill in the digital

age that consists of a set of skills and strategies for problem solving and performance

enhancement in digital environments. Digital Literacy encompasses a wide range of

complex cognitive, emotional, and sociological skills that users must employ in order to

function in digital environments. UNESCO Institute for Statistics (2018) defines digital

literacy as “the ability to access, manage, understand, integrate, communicate, evaluate,

and create information safely and appropriately through digital technologies for employment,

decent jobs, and entrepreneurship." It includes skills such as computer literacy, ICT

literacy, information literacy, and media literacy". Thus, digital literacy refers to the

knowledge, understanding, and skills that enable intelligent, critical, creative, and safe use

of digital technologies. Apart from thinking critically about the opportunities and

challenges that digital technologies bring, it is simply about collaborating, staying safe, and

communicating effectively.

1.3.2 DIGITAL COMPETENCIES FOR A DIGITAL ECONOMY AND SOCIETY

The continuous advancement of digital technology is associated with a diversifying

and graduated set of skills, competencies, and abilities required for active participation in

the digital society and economy. According to the International Telecommunication Union,
 7

the digital economy has created a shortage of people with required digital skills, which will

result in millions of job opportunities for people with advanced digital skills in the coming

years. Several countries regard digital skills as one of the primary pillars of digital

transformation, and they are at the forefront of all economies. The growth of the digital

society and economy necessitates having a diverse set of digital skills in order to succeed

in work and life (ITU, 2018). In general, digital skills exist on a spectrum, from basic to

advanced, and include a "combination of behaviors, expertise, know-how, work habits,

character traits, dispositions, and critical understandings" (Broadband Commission, 2017).

These abilities can be classified into three broad but distinct categories.

These are the essential entry-level functional skills required to use digital devices

and applications. Basic skills include hardware, software, and basic online operations,

which allow for interaction with others and access to government, commercial, and

financial services. These competencies are required to progress from non-user to user of

digital technology, also access and use digital technologies, allow people to function at

a basic level in society. A diverse set of intermediate skills, including the ability to critically

evaluate technology and create content, enables the use of digital technologies in more

meaningful and beneficial ways. These are job-related skills because they include those

required to perform work-related functions. The majority of these skills are generic, and

mastery to prepare individuals to participate as engaged citizens and productive workers in

a wide range of digital tasks. One feature of intermediate skills in particular is that they

expand to account for technological changes. These abilities are frequently the foundation

of national plans and strategies for digital literacy and skills.

 8

As a result, digital literacy skills are becoming more important and necessary for

both learning and employment, as well as for operating effectively in an increasingly

complex and digitized world. As more services and transactions are conducted online,

many international, national, and government organizations are realizing the importance of

developing digital literacy, recognizing that such skills are becoming increasingly

important in ensuring economic competitiveness in the globalized world. The importance

of developing digitally literate is emphasized so that the future has the skills required to

handle information, generate new resources, and become successful problem solvers

capable of participating fully in all aspects of society (British Council, 2016). As new

technologies emerge on a daily basis, students will have continuous opportunities to learn

new skills and stay current, allowing them to respond to the development of technology

and their impact on the digital society and economy (ITU, 2018).

1.3.3 COMPONENTS OF DIGITAL LITERACY

The components of digital literacy are

(i) Comprehension

(ii) Interdependence

(iii) Curation

i. Comprehension - the ability to understanding the concept and extracting implicit

and explicit the ideas

ii. Interdependence - the ability to meaningfully connect information to relevant data

iii. Curation- the ability to recognise the value of information and preserve it in a way

that makes it available and useful in the long term.

 9

Digital literacy, along with media literacy and information literacy, is essential in

primary, secondary, and higher education (Koltay, 2011). Digital literacy is necessary for

teachers because it fosters creative thinking, problem solving, and collaboration on new

ideas in their classrooms.

1.3.4 DIGITAL LITERACY IN EDUCATION

Digital literacy is already practised in schools across the country. Teachers can

make the learning process more interactive and effective by better equipping students to

engage with and use digital tools. When educators emphasize the importance of digital

literacy in education for students of all ages, they lay the groundwork for a new generation

of learners. According to the National Curriculum Framework for All (NCF 2012), students

will "acquire skills that include confident and critical use of Information Technology for

communication, work, and leisure. By incorporating technology into the classroom,

teachers can prepare students to solve complex problems. Digital literacy teaches students

how to use technology responsibly while interacting with their online contacts. It also

promotes deep learning among students and helps them develop the six Cs: character,

critical thinking, collaboration, communication, creativity, and citizenship.

• Character

Through digital literacy, students will be able to improve their personalities like

flexibility, perseverance and strength of purpose.

• Critical thinking

The basic premise behind developing critical thinking is applying logic to everything

and evaluating information while identifying different patterns between various elements.
 10

• Co-operation

It demonstrates excellent teamwork and interpersonal skills.

• Communication

Communicating with various people is an important aspect of digital literacy; using

various tools and methodologies makes communication effective for every online reader

or viewer.

• Creativity

When developing the ability to take opportunities arising from new innovative ideas

presented by online platforms, creativity will come to the fore.

• Citizenship

Those with a better understanding of societal issues will be able to solve complex

problems involving diverse values and ideologies.

For educators and administrators, digital literacy is more than just a new term.

While we are all familiar with the traditional concept of literacy in the classroom, digital

literacy expands on that concept to include the technology that is now being used in

learning and instruction. It offered numerous opportunities to both teachers and students.

Digital literacy in education teaches the students critical thinking, discernment, and digital

law, as well as how to work, create, curate, and share on the internet. The internet has

shrunk the world, and the digital age has brought with it a new set of skills required for

success in today's society. In this digital age, students and teachers must be able to use

computers, tablets, smartphones, printers, and other devices.

 11

1.3.5 DIGITAL LITERACY IN CLASSROOM

Integrating digital literacy into the curriculum necessitates a plan and the necessary

skills tailored to each student's level of development. Teachers should investigate a variety

of digital teaching and learning tools as they develop their strategy and lesson plans.

Exploration of e-books, apps, and, in particular, the creation of digital stories can help to

bring digital literacy into the classroom. Incorporating digital literacy practises may require

some challenge, but students and teachers deserve the opportunity to explore the

possibilities. To help students learning, teachers can use free apps, e-books, and

PowerPoint presentations that include videos, illustrations, and voice recordings of the

PowerPoint slides. Digital Practices transforms children from passive recipients of

traditional narratives to creators and interpreters of their own. Students who are digitally

literate, they become competent users and creators of digital products.

1.3.6 DIGITAL LITERACY FOR TEACHERS

Teachers will be better equipped to solve problems, think critically, and enter new

virtual spaces if they are organized to use technology effectively. Teachers must be able to

solve complex problems, think critically, and be creative in the digital age. A digitally

literate teacher will function better in a knowledge economy and will be better equipped to

promote students' and others' interests who rely on them because they understand how,

why, and when to use digital tools. They can identify opportunities when incorporating

new levels of creative work into their teaching process. Teachers must be digitally literate

in order to succeed academically.

Digital literacy of teachers is not only handling computers and mobile phones

rather than,
 12

• The ability to control "input and output devices" such as the keyboard, mouse,

monitor, and speakers, among others.

• The ability to navigate computer user interfaces, such as finding and moving files,

organizing folders, and using hyperlinks.

• Understanding how to communicate in digital spaces, which includes saving and

sending files via email or other file-sharing mediums, opening text, image, audio,

and data files, and interacting responsibly in these communications.

As teachers learn more about using digital tools to locate, access, share and employ

new information through the internet or a digital archive, they will have to evaluate that

information to prove its validity. Teachers have found meaningful ways to introduce digital

literacy in education. When students are better equipped to engage with and utilize digital

tools, teachers can make the learning process more interactive and effective. For teachers,

digital literacy has implications for both curriculum and teaching methods. The use of

computers in the classroom, educational software integration, and expanding access to

school materials via the internet are part of digital literacy, as is students’ mastery of

foundational computer skills, such as manipulating input and output devices, navigating

and managing file systems, and using search and navigation tools. Teaching student’s skills

and practices related to digital information verifying the credibility of online information,

using digital resources ethically, protecting online privacy is also part of digital literacy.

Teachers across disciplines have begun to see the benefits of promoting digital literacy in

their instruction.
 13

Teachers are digitally literate, they will

• Collaborate with peers to share technology and work toward improving learning

outcomes for their students.

• Encourage to seek out and learn the software they need to know in order to do

what’s required.

• Advocate for change and seek innovative solutions.

• Know how to inspire students to use today’s technology as a powerful toolset to

expand their learning opportunities.

• Lead the class through a lecture, while visual learners follow along with illustrations

on their tablets and audio learners record the lecture for later review. Technology

like this enables teachers to give their students choice in the kind of work they

create for projects, such as a video, podcast or written story.

Digitally literate teachers see technology for all of its creative potential, rather than

something they are instructed to do in a step-by-step fashion. It doesn’t require that teachers

become experts, but it does require that they understand the digital tools that can unlock

their deeper teaching potential. Digital media spaces have begun the teachers to utilize new

technologies to prompt students to approach new problem-solving methods. Lack of

resources and lack of teacher’s knowledge in digital practices make minimal use of digital

engagement in classrooms. There have been a number of investigations into the digital

literacy levels of teachers. It shows that knowledge of databases, software and computer

mediated communication tools are precise.

 14

1.4 COMPUTATIONAL THINKING

The process of formulating and solving problems by breaking them down into

simple steps is referred to as computational thinking. It is a powerful problem-solving

technique that prepares us to deal with complex problems in today's world. Seymour Papert

coined the term computational thinking in his book “Mindstorms: Children, Computers,

Powerful Ideas, and An Exploration in the Space of Mathematics Educations” in 1980.

Wing (2006) defined computational thinking as "solving problems, designing systems, and

understanding human behavior by drawing on computer science concepts." Another

important reference point is the operational definition developed by the Computer Science

Teachers Association and the International Society for Technology in Education (CSTA &

ISTE, 2009, p.1). This section lists all of the operations that constitute CT as a practise:

Computational Thinking (CT) is a problem-solving method that includes (but is not limited

to) the following elements:

• Formulating problems

• Logically organizing and analyzing data

• Representing data through abstractions such as models and simulations

• Automating solutions through algorithmic thinking (a series of ordered steps)

• Identifying, analyzing, and implementing possible solutions with the goal

of achieving the most efficient and effective combination of steps and resources

• Generalizing and transferring this problem-solving process to a wide variety

of problems.
 15

Computational thinking refers to a set of problem-solving skills and strategies used

in data-mediated, technology-rich learning and work environments. Computational

Thinking is a skill that today's students must learn in order to be adequately prepared for

the workplace while also participating effectively in the modern digital world. It includes

the ability to apply knowledge to the use of various information technology tools, the steps-

actions required to solve a problem, and logical organisation and data analysis (UNESCO,

2005; Pougatchev, 2007). Learning to think computationally as a fundamental skill

throughout the school curriculum will prepare students to learn abstract thinking,

algorithmic and logical thinking, and to solve complex and open problems. Computational

Thinking is a necessary skill for understanding future technologies. It is a thought process

rather than a collection of information about a specific device. Although computational

thinking is frequently associated with computers and coding, it is important to note that it

can be taught without the use of a device.

There are four key techniques (cornerstones) to computational thinking:

• DECOMPOSITION - breaking down a complex problem or system into

smaller, simpler problems.

Teachers share complex, multi-step problem and facilitate conversations that help

students to break it down. For example, planning a birthday party involves more steps, so

the student breaks down the task and complete it. The teacher can help to draw or write

a visual image of students thinking and giving a mental map of how to complete the task.
 16

• PATTERN RECOGNITION - make connections between similar problems

and experience

For example, teacher can teach students to create a collage of trees, it shows all

types of trees have a trunk, roots, and branches. While there are many differences between

types of trees, these components are present in all trees. By teaching students to recognize

patterns it simplifies tasks and identify to solve future problems and make predictions about

the world.

• ABSTRACTION - focusing on the important information only, ignoring

irrelevant detail

Teachers in primary grades can encourage students to search for information, clues,

or treasures by assigning them a goal as they approach a book or even an experience.

By teaching students’ abstraction, they will be able to sort through all of the available

information and identify the specific information they require.

• ALGORITHMS - developing a step-by-step solution to the problem, or the

rules to follow to solve the problem

To get students thinking in algorithms, invite them to design the path from their

classroom to the lab by detailing a series of steps. Asking students to consider how inputs

change the outcome encourages them to be reflective in their thinking and to make changes

to their plan to achieve the desired result.

Computational thinking encourages playful thinking while also giving it structure

so that the students’ abilities can be transferred to more complex tasks. As a primary

process for all digital applications, computational thinking must provide future
 17

professionals with critical tools and specific skills to creatively exploit software properties.

Computational thinking includes the typical features and knowledge of digital media,

because they are the engine that power the growth of the technological context.

1.4.1 IMPORTANCE OF COMPUTATIONAL THINKING

Computational thinking contributes to the development of skills at all levels of

learners, including confidence in dealing with complexity, persistence in working with

difficult problems, tolerance for ambiguity, the ability to deal with open-ended problems,

and the ability to communicate and collaborate with others to achieve a common goal or

solution. It provides new or unique methods for finding solutions to problems, and it will

boost students' confidence in their problem-solving abilities.

Czerkawski (2016) explains that this is because computational thinking is simply

a problem-solving skill that can be taught through integration in the content area or by

teaching the skills exclusively. Embedding computational thinking ideas in K-12 learning,

particularly in mathematics and science, helps students as they work to expand their

understanding of concepts and processes. It is essential to consider that this is not a novel

concept, but rather a fundamental concept that has recently piqued the interest of educators

and researchers. By incorporating collaboratively defined literacies into learning activities

and incorporating computational thinking skills, foundational skills can be developed to

help scaffold learning and foster creative thinking among learners, thereby avoiding narrow

interpretations and approaches to learning. Barr, Harrison, and Conery (2011) explained

that by incorporating computational thinking across content areas in the K-12 curriculum,

students can learn these important skills in a non-traditional way that allows them to

internalize them, making it natural for students to connect the knowledge across content
 18

and apply the skills in different situations. Indeed, Deschryver and Yadav (2015) go even

further, arguing for the need for "new literacies and computational thinking to promote

creative thinking" across disciplines in order to bridge the gap between traditionally

creative content areas (music, art, and writing) and scientific areas (math, science,

engineering). A collaborative learning experience that highlights students' attributes and

showcases their respective strengths is an essential component of computational thinking.

According to Shaikh (2016), computational thinking can be used in English language arts,

history, and social studies classrooms to teach students how to use software to create

a product. Computational thinking can help K-12 educators by connecting present learning

objectives to classroom techniques.

Some examples of Computational thinking practices in all subjects:

• In english, students are stimulated to plan their writing, to think about the main

events and identify the settings and the characters.

• In art, music or design and technology, students think about what they are going to

create and how they will work through the steps necessary for this, by breaking

down a complex process into a number of planned phases.

• In maths, students will identify the key information in a problem before they go on

to solve it.

Computational thinking is regarded as an important skill because today's students

not only work in fields impacted by computing, but also have to deal with computing

in their everyday lives and in the current global economy. (Bower et al., 2017; Grover &

Pea, 2013).
 19

1.4.2 INTEGRATING COMPUTATIONAL THINKING INTO CLASSROOM

By trying to incorporate computational thinking into a variety of disciplines in

grades K-12, students will learn computational thinking throughout the school day, having

the opportunity to use and combine their skills across multiple subject areas. Computational

Thinking enables children and young people to solve problems in new ways and analyse

everyday issues from new perspectives (Lee et al., 2011). According to Sanford and Naidu

(2016), irrespective of the class, a student can use computational thinking to extend his/her

thinking beyond the obvious solution, as it encourages student initiative and innovation.

Embedding computational thinking in the classroom fosters an understanding of

principles as well as the ability to apply them more systematically as a problem-solving

technique. CT as a problem-solving methodology in education can be automated and used

across the curriculum (Barr and Stephenson, 2011). Computational Thinking enables the

use of Computer Science in all disciplines, allowing for the analysis and development of

solutions to all problems that can be solved computationally (Seehorn et al., 2011).

Computational Thinking allows students to develop the skills, understandings, and mental

habits required to solve problems and meet needs in the digital world. It is a skill to learn

as well as a way to learn - to create, discover, and make sense of the world, frequently with

computers acting as extensions and reflections of our minds.

Integrating Computational thinking into classrooms

• Creating a supportive environment allows students to gain knowledge and express

themselves through computational thinking.

• Implementing computational thinking into the curriculum helps students to develop

understandings of key concepts in a discipline.

 20

• Choosing appropriate tools for computational thinking provides the necessary

support to meet the learning objectives of diverse students.

• Concepts such as logical reasoning, step-by-step approaches (algorithms),

decomposition, abstraction, generalization, and evaluation have numerous

applications in problem solving and system understanding across (and beyond) the

school curriculum.

A study conducted by [J. Lockwood and A. Mooney, 2017] found that integrating

Computational Thinking into teaching and learning increases students ‘analytical skills and

achievements in Computational Thinking areas, and tallies with academic achievement in

general. When educators infuse Computational Thinking into lessons, students develop

strong analytical skills and can deepen their knowledge and inquiry of content through

authentic learning activities.

1.4.3 TEACHERS VIEW AT COMPUTATIONAL THINKING

Computational thinking is an effective method for teaching students quantitative

and qualitative thinking skills. According to Shaikh (2016), teaching computational

thinking will help students think for themselves, become independent, trust their

judgments, identify which problems are easier to solve, explain concepts clearly, see things

from a different perspective, and many other benefits. Special education teachers use

computational thinking in their daily work; they are trained to recognize patterns between

students and behaviors. This skill set is used by special education teachers to teach students

to look at complex problems in new ways, applying content and computational thinking

skills to solve problems. As a result, by implementing computational thinking skills into

 21

the K-12 curriculum, students with and without learning disabilities will benefit from

increased exposure to these skills and approaches to problem-solving.

Computational Thinking encourages teachers to use a healthy mix of "effortless"

and "design dependent" technology tools in their classroom instruction. Teachers must be

thoroughly prepared in terms of how to design learning activities, teach, assess, and use

technology to teach CT concepts. Thus, teacher professional development programs must

be implemented while also figuring out how to incorporate CT teaching into their curriculum.

1.4.4 RELATION BETWEEN COMPUTATIONAL THINKING AND DIGITAL

LITERACY

In our increasingly computational world, a variety of computer-related skills, such

as ICT (information, communications, and technology) literacy, digital literacy, media

literacy, information literacy, computational participation, and computational literacy,

to name a few, have been promoted as new literacies.

Education researchers Shuchi Grover and Roy Pea concluded in their article, that

while the terms computational literacy and computational thinking are often used

interchangeable, the term computational thinking appears to be preferred in research and

practise. According to the Information and Communications Technology Council (ICTC),

“Digital Literacy is defined as "the ability to locate, organize, understand, evaluate, and

create information using digital technology for a knowledge-based society” (2012,). Some

aspects of computational thinking can be developed without the use of digital technology,

which is why the Digital Literacy and Computational Thinking squares in and do not

completely overlap. In most ways, computational thinking is a portion of digital literacy.

 22

Computational thinking is a skill to learn as well as a method to learn - to create, discover,

and make sense of the world, often with computers acting as extensions and reflections of

our minds.

Figure 1 Digital literacy and Computational thinking. Courtesy

https://www.google.co.in

1.5 PROFESSIONAL COMMITMENT

Commitment can be defined as

(i) belief in and acceptance of the profession's goals and values, and

(ii) willingness to exert significant effort on behalf of the profession.

(iii) A desire to maintain professional membership.

The Cambridge International Dictionary of English defines commitment as

"to promise or give your loyalty or money to a particular principle, person, or plan of action

commitment depicts the firm & not changing orientation in support of one's belief in his/her

principles." Professional commitment is an individual's spirit that binds them to their

profession and is characterized by consistency, professional loyalty, professional

 23

competencies, and adherence to professional standards and ethics. According to research,

professional commitment is an attitude toward one's job. It is an opinion and active

participation in the profession. "A person's belief in and acceptance of the values of his or

her chosen occupation or line of work, as well as willingness to maintain membership in

that occupation," Vandenberg and S. Carpella (1994). "Professional commitment is an

appropriate concept for representing at least part of the career locus dimension of work

commitment," Morrow and Wirth (1989). The teaching profession necessitates dedication.

An effective teacher must be dedicated not only to their students, but also to the teaching

profession as a whole. This implies adhering to the rules and regulations, as well as

embracing the principles and requirements of the teaching profession. Professional

commitment is the feeling of dedication among members of a group to their profession.

1.5.1 PROFESSIONAL COMMITMENT OF TEACHERS

The teacher is characterized as the nation's builder. In other words, the future of the

nation is in the hands of teachers. In the current situation, teachers assist their students in

learning by developing study skills, examining, evaluating, and assessing information, and,

if necessary, dismantling the unauthentic structure of knowledge and cognition. The role

of the teacher in the process of teaching and learning has increased many folds and has

become more complex as a result of the latest developments in information and

communication technology. Teachers must equip themselves with the latest technology

before they can take on the innovative future challenges. The teacher's dedication, promise,

or pledge, and pursuit of excellence in order to make their profession effective and

satisfying. Professional Commitment is a career-focused type of work commitment that is

one of the major factors influencing people's work behavior. Teachers' professional
 24

commitment represents various ways in which teachers perceive, understand, and

conceptualize the phenomenon of commitment. Skidmore (2007) defined professionally

committed teachers as those who are: a) dedicated to professional development by pursuing

advanced degrees and standards-based professional growth opportunities; b) critically

reflective in their training by seeking valuable feedback and discourse, as well as

participation in action research; and c) advancing the teaching profession through the

formation of professional learning communities and teachers' contributions to leadership

positions. Teacher commitment distinguishes those who are devoted to their profession

from those who are not. Individuals who are committed not only to their students and their

school, but also to the teaching profession as lifelong learners. Commitment to Students,

Commitment to Profession, and Commitment to Achieving Excellence are central to

teachers' professional codes of ethics.

• Commitment to Students

Students require teachers who are sensitive to their needs and understand them.

They require teachers who understand their instincts, learning needs, and tendencies,

as well as their capacities and abilities.

• Commitment to Profession

Through the process of teaching and learning, teachers have the responsibility of

shaping the current generation for the future. Committed teachers should use a variety of

innovative teaching methods that consider how best to learn and promote effective learning.

• Commitment to Achieving Excellence

Excellence in teaching is predictable if teachers encourage creative thinking,

problem solving, and continuous improvement. It takes planning and taking meaningful
 25

steps toward the vision in order to recognise the opportunity. Teachers must take ownership

and commit to becoming better teachers in this technological age.

1.6 NEED OF THE STUDY

Teachers’ ability to use Information Communication Technology as an educational

resource plays a dynamic role in improving the students learning. The development in the

field of digitization and the internet revolution has spread to every nook and corner of the

country. Life skills allow individuals to deal with the need and challenges they face every

day. One such life skill is digital literacy. It is now required at each stage of life whether

one is a student, teacher, parent, or senior citizen. A digitally literate person can quickly

adapt to society’s changing needs and that will help them in the long run of life. To be able

to deal with everyday life activities like – research, preparing a presentation, buying

a house, car, electronic gadgets, banking, payments, etc., one must know how to use digital

tools. However, it might be an option to be digitally literate for many, but it is the demand

of the time for Educators. Basic needs of shopping, payment, communication requires

to be digitally literate. If teachers are digitally literate, they perceive technology as a source

of creative potential, and to find new teaching tools like videos, podcasts to engage students

to learn, also teaching computational thinking in elementary grades, will empower students

to become developers and creators of new technologies. Teacher’s ability to innovate and

integrate new ideas into their teaching is closely connected to their work performance and

also it has a major significant in students’ achievement and the institution also it creates

a strong commitment to their profession. United Nation’s Goals for Sustainable

Development (SDGs) introduces workshops in digital literacy series to support teachers in

their ability to teach coding and computational thinking through cross-curricular projects.
 26

This approach helps teachers feel more comfortable in introducing Digital Literacy and

Computational Thinking into their lessons as they can rely on their existing expertise as

a subject matter expert, but can become co-learners with their students as they come up

with technology-driven solutions to their problems. Hence the researcher gave special

attention to primary school teachers' digital literacy and their computational thinking in

relation to their professional commitment.

1.7 SIGNIFICANCE OF THE STUDY

The present study focusses on primary school teachers’ digital literacy and

computational thinking in relation to their professional commitment. The present study

gives in depth knowledge of teachers’ digital literacy and computational thinking.

It provides better understanding of the core concepts and attributes of computational

thinking and its potential for elementary education. This study develops teachers’

understanding of digital literacy and computational thinking in the context of the subject

matter they teach.

Teachers who are proficient in digital literacy, they easily differentiate themselves

during teaching-learning process. This study will be interest to policymakers because

it concentrates on future challenges of teachers, in an increasingly digital society with

digital job market. The present study developing computational thinking skills in teachers

to enable to think in a different way, and express themselves through a variety of media,

solve real-world problems, and analyze everyday issues from a different perspective.

The findings of this study give a knowledge about teachers’ professional requirements in

using technology.
 27

The study will also assist in framing curriculum by supporting the progress of needed

skills and capabilities in this digital era. The findings of the present study are useful for

teachers to understand that teaching is not only providing the lecture but it requires

digital skills to plan, organize and prepare teaching according to the needs and level of

digitalized students.

1.8 STATEMENT OF THE STUDY

Before the technological era, the education was restricted to notebooks, and

classrooms. Teacher is the only source to clarify the doubts in subjects. Face to face

learning, question answer method, paper pen test was conducted by teachers manually.

The integration of technology into the learning and education system is without a doubt the

most significant change in education. This digital era is gradually altering the educational

system as well as other extracurricular activities. A teacher can gather information and

conduct classes using digital platforms. It encourages inclusion and the growth of digital

literacy skills. The teaching and learning process is no longer restricted to textbooks.

Teachers can gain access to information online through video content, which aids in better

teaching. To do so, they must understand how to use the internet, and being digitally literate

has become an important skill in these times. Being a digital literate involves more than

just browsing the web, communicating with technology, and participating in gaming

networks. It entails understanding how things are made, disassembling and solving

problems, designing systems, contributing through making, and comprehending social and

ethical implications. In most ways, computational thinking is a subset of digital literacy.

Different aspects of computational thinking help teachers develop the skills,

understandings, and mental habits required to solve problems and meet needs in the digital
 28

world. During the COVID-19 period, most teachers realised how digitalization had aided

the teaching and learning process. Digital literacy and computational thinking do not

require teachers to be experts, but they must understand the fundamental digital tools that

can enhance their teaching potential. These skills, which support the development of

creative and analytic uses of technology, produce teachers who are capable of creating

professional engagement in the online world. Hence the researcher has chosen the title of

the study as “Digital Literacy and Computational Thinking in relation to Professional

Commitment of Primary School Teachers.”

1.9 VARIABLES OF THE STUDY

The Dependent Variable of this study as professional commitment. Independent

Variables are digital literacy and computational thinking. gender, years of offline teaching

experience, locality, type of school, qualification, subject and online teaching experience

are socio demographic variables.

1.10 OPERATIONAL DEFINITIONS

DIGITAL LITERACY - In the present study, digital literacy refers to teacher’s

knowledge and understanding about digital learning sources and how to incorporate in

digital teaching- learning process in the dimension of Comprehension, Interdependence,

and Curation.

COMPUTATIONAL THINKING - refers to a problem-solving technique by

using applications of computer. It is an interrelated set of skills and practices for solving

complex problems. In this present study, computational thinking refers primary school

teacher’s capability to solve genuine and complex problems in the dimensions of

Abstraction and Analysis.

 29

RELATION TO - It refers to the relationship between the three variables, digital

literacy, computational thinking, and professional commitment.

PROFESSIONAL COMMITMENT - In this present study, professional

commitment refers to teacher’s responsibility, loyalty, and attain excellence in digital

teaching learning process in the dimensions of commitment to student, commitment to

profession, commitment to achieving excellence.

PRIMARY SCHOOL TEACHERS - Teachers those who are teach the children

from the classes I to V (age 6 to 12) refers as primary school teachers.

1.11 OBJECTIVES OF THE STUDY

• To find out the level of digital literacy, computational thinking, and professional

commitment among primary school teachers.

• To find out the significant difference in digital literacy and its dimensions of

primary school teachers with respect to (i) gender (ii) educational qualification (iii)

subjects (iv) online teaching experience(v) years of teaching experience (vi)

locality (vii) types of school

• To find out the significant difference in computational thinking and its dimensions

of primary school teachers. (i) gender (ii) educational qualification (iii) subjects (iv)

online teaching experience (v)years of teaching experience (vi) locality (vii) type

of school

• To find out the significant difference in professional commitment and its

dimensions of primary school teachers. (i) gender (ii) educational qualification (iii)
 30

subjects (iv) online teaching experience (v)years of teaching experience (vi)

locality (vii) type of school

• To find out the significant difference among three types of school in digital

literacy, computational thinking, and professional commitment of primary school

teachers with respect to i) gender (ii) educational qualification (iii) subjects (iv)

online teaching experience (v)years of teaching experience (vi) locality

• To find out the relationship between digital literacy and professional commitment

of primary school teachers.

• To find out the relationship between computational thinking and professional

commitment of primary school teachers.

• To find out the influence of digital literacy and computational thinking in

professional commitment.

1.12 HYPOTHESES OF THE STUDY

1. There is no significant difference in digital literacy and its dimensions of primary

school teachers with respect to (i) gender (ii) educational qualification (iii) subject

(iv)online teaching experience

2. There is no significant difference among digital literacy and its dimensions of

primary school teachers with respect to (i) years of teaching experience (ii) locality

(iii) types of school

3. There is no significant difference in computational thinking and its dimensions of

primary school teachers with respect to (i) gender (ii) educational qualification (iii)

subject (iv)online teaching experience

 31

4. There is no significant difference among computational thinking and its dimensions

of primary school teachers with respect to (i) years of teaching experience

(ii) locality (iii) types of school

5. There is no significant difference in professional commitment and its dimensions

of primary school teachers with respect to (i) gender (ii) educational qualification

(iii) subject (iv) online teaching experience

6. There is no significant difference among professional commitment and its

dimensions of primary school teachers with respect to (i) years of teaching

experience (ii) locality (iii) types of school

7. There is no significant difference among three types of schools in digital literacy,

with respect to (i) gender (ii) educational qualification (iii) subject (iv) online

teaching experience (v) locality (vi) years of experience

8. There is no significant difference among three types of schools in computational

thinking, with respect to (i) gender (ii) educational qualification (iii) subject (iv)

online teaching experience (v) locality (vi) years of experience

9. There is no significant difference among three types of schools in professional

commitment with respect to (i) gender (ii) educational qualification (iii) subject (iv)

online teaching experience (v) locality (vi) years of experience.

10. There is no significant relationship between digital literacy and professional

commitment among primary school teachers.

11. There is no significant relationship between dimensions of digital literacy and

dimensions of professional commitment of primary school teachers.

 32

12. There is no significant relationship between computational thinking and professional

commitment among primary school teachers

13. There is no significant relationship between dimensions of computational thinking

and dimensions of professional commitment among primary school teachers

14. There is no significant relationship between digital literacy and computational

thinking in professional commitment among primary school teachers.

15. There is no significant influence of digital literacy in professional commitment of

primary school teachers

16. There is no significant influence of dimensions of digital literacy in professional

commitment of primary school teachers

17. There is no significant influence of computational thinking in professional

commitment of primary school teachers

18. There is no significant influence of dimensions of computational thinking in

professional commitment of primary school teachers

19. There is no significant influence of digital literacy and computational thinking in

professional commitment of primary school teachers

1.13 DELIMITATIONS OF THE STUDY

Research studies in general will have limitations due to many factors. The following

limitations were unavoidable in the present study.

1. The study has been conducted on a sample of Seven hundred sixty-one primary

teachers only.
 33

2. The study has been conducted through online mode only due to Pandemic Situation.

3. The study is confined to teachers from Coimbatore district only.

1.14 ORGANISATION OF THE STUDY

CHAPTER-I

The first chapter mainly concerned with the conceptual overview of the study.

It includes introduction, literacy and its types, digital literacy, evolution of the digital

literacy concept, digital competencies for a digital economy and society, components of

digital literacy, digital literacy in education, digital literacy in classroom, digital literacy

for teachers, computational thinking, importance of computational thinking, integrating

computational thinking into classroom, teachers view at computational thinking, relation

between computational thinking and digital literacy, professional commitment, professional

commitment of teachers, need and significance of the study, statement of the problem,

operational definition, objectives of the study, hypothesis of the study, variables considered

in the study, and delimitations of the study.

CHAPTER-II

The second chapter focuses on review of related studies belongs to digital literacy,

computational thinking and professional commitment of teachers in India and other

countries.

CHAPTER-III

The third chapter presents a detailed report of the design of the study such as

selection of samples, sampling technique, variables used in the study, tools selected and

used in the study, administration of pilot study of the tools, establishing reliability and
 34

validity of the tools, administration of final study of the tools, data collection procedures

and statistical techniques adopted.

CHAPTER-IV

The fourth chapter presents the details of the analysis of the data, its interpretation

and discussion.

CHAPTER-V

The fifth chapter recapitulates methodology, samples used, variables used in the

study, tools used, validity and reliability of the tools, findings, educational implications

and suggestions for further research.

1.15 CONCLUSION

In this chapter an introduction and conceptual framework of the study are given.

The next chapter deals with review of related studies.