Measuring Practice of Digital Wisdom in the Classroom

https://doi.org/10.9743/JEO.2024.21.3.15

Abstract

A study on the digital wisdom of primary school teachers in Penang, Malaysia was conducted with 372 participants. A research questionnaire was used to collect data, and the findings suggest that most teachers moderately practice digital wisdom in their classrooms. The study also found that digital status has a significant but weak relationship with digital wisdom, while age has a significant and moderate relationship with it. However, there is no significant relationship between school location and gender with the practice of digital wisdom. Experience has a significant and moderate relationship with digital wisdom, while education level has no relationship. Overall, the results provide insights into teachers’ digital wisdom levels and how they relate to demographic profiles.

Keywords: digital wisdom, instructional technology, teachers’ technological integration, instructional technology, demographic profiles