Digital Skills and the Reality of Today’s Classrooms
Digital technology is now embedded in everyday learning. From learning management systems to interactive multimedia and AI-assisted tools, classrooms are no longer limited to textbooks and whiteboards. In Indonesia, national education policies encourage teachers to adopt digital approaches to improve access, creativity, and learning outcomes.
Yet technology alone does not guarantee better learning. Many classrooms still rely on one-way instruction, even when digital tools are available. The key challenge lies in teacher digital literacy—the ability to select, use, and reflect on technology in ways that support understanding rather than distraction.
The study led by Ernawati Br. Barus addresses this challenge by examining how teachers’ digital competence influences meaningful learning processes, particularly student engagement, interaction, and conceptual understanding.
How the Research Was Conducted
The research used a qualitative descriptive approach involving teachers from several Indonesian secondary and primary schools. Participants were selected based on their experience using digital tools in daily teaching practice.
Data collection included:
· In-depth interviews with teachers about their digital teaching experiences
· Classroom observations of technology-supported lessons
· Analysis of lesson plans and digital learning materials
Rather than focusing on technical mastery alone, the researchers analyzed how teachers used technology to design learning activities, encourage interaction, and support student understanding. The findings were organized into themes that reflect patterns of effective and less effective digital teaching practice.
Key Findings: Digital Literacy Makes the Difference
The study identified several clear patterns linking teacher digital literacy to learning quality.
1. Digitally literate teachers design more meaningful learning Teachers with strong digital literacy use technology to support discussion, exploration, and reflection. Digital tools are integrated into learning objectives, not added as decoration. Students are encouraged to analyze information, collaborate, and express ideas using digital media.
2. Technology supports interaction when guided by pedagogy Meaningful learning emerges when teachers actively guide digital activities. Teachers who ask probing questions, provide feedback, and encourage dialogue see higher student participation than those who rely on passive digital content.
3. Limited digital literacy leads to surface learning Teachers with lower confidence tend to use technology only for presentation or assignment distribution. In these cases, learning remains teacher-centered, and students engage at a superficial level without deeper understanding.
4. Reflection strengthens digital teaching practice Teachers who regularly reflect on their digital lessons are more likely to improve learning quality. Reflection helps teachers adjust tools, strategies, and classroom interaction based on student responses.
Why This Matters for Indonesian Education
The findings reinforce a critical message: digital transformation in education depends on people, not devices. Providing hardware and platforms is not enough. Teachers need ongoing professional development that focuses on pedagogical use of technology.
As Ernawati Br. Barus of Universitas Negeri Medan explains in an ethical paraphrase, digital literacy enables teachers to transform technology into a learning partner that supports understanding, creativity, and interaction, rather than a one-way delivery tool.
This perspective aligns with global education trends that emphasize digital competence as a core professional skill for teachers in the 21st century.
Real-World Impact and Policy Implications
The study offers practical guidance for education stakeholders.
· For teachers: Digital literacy should be developed alongside reflective practice, ensuring technology serves clear learning goals.
· For schools: Professional development programs should focus on how technology supports interaction, critical thinking, and student agency.
· For policymakers: Investment in digital education must include sustained training and mentoring, not only infrastructure.
By strengthening teacher digital literacy, schools can ensure that technology enhances learning quality and supports national education goals.
Author Profile
Ernawati Br. Barus is a lecturer and education researcher at Universitas Negeri Medan, specializing in digital pedagogy, teacher professionalism, and learning innovation. Her work focuses on improving classroom practice through reflective and technology-supported teaching.
Source
Journal Article: Teacher Digital Literacy and Its Role in Creating Meaningful Learning Experiences
Journal: Asian Journal of Applied Education
Year: 2026
DOI: https://doi.org/10.55927/ajae.v5i1.16141
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