Development and Validation of the Digital Literacy Test for Teachers (DigiLiTT)
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Dec 26, 2025
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Abstract
One essential aspect of literacy that teachers should possess is related to the use of technology. This study aimed to develop a digital literacy test for teachers. The researchers used principal component analysis (exploratory factor analysis) to validate the underlying structure of digital literacy and tested the internal consistency of the instrument using Cronbach’s alpha. To gather data, a total of 926 graduating teacher education students from the private and government teacher education institutions in the Cordillera Administrative Region answered a test consisting of 80 alternate response (true-false) items. Statistical analysis confirmed four fundamental components of digital literacy, namely, technical competency, logical proficiency, pedagogical awareness, and moral consciousness. The maximum reliability coefficient is acceptable at 0.807. A 40-item Digital Literacy Test for Teachers (DigiLiTT) is generated in print and online versions.
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References
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Calvani, A., Cartelli, A., Fini, A. & Ranieri, M. (2009). Models and Instruments for assessing Digital Competence at School. Journal of E-Learning and Knowledge Society, 4, 183-193. 10.20368/19718829/288
Casey, L., & Bruce, B. (2010). The Practice Profile of Inquiry: Connecting Digital Literacy and Pedagogy. E-Learning and Digital Media. 8. 10.2304/elea.2011.8.1.76
Eshet-Alkalai, Y. (2004). Digital Literacy: A Conceptual Framework for Survival Skills in the Digital Era. Journal of Educational Multimedia and Hypermedia, 13.
Field, A. (2009). Discovering Statistics Using SPSS. 3rd Edition, Sage Publications Ltd., London.
Ferrari, A. (2012). Digital Competence in Practice: An Analysis of Frameworks, European CommissionJRC-IPTS. Luxembourg Publications Office of the European Union. https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technicalresearch-reports/european-framework-digitalcompetence-educators-digcompedu
Gillen, J., & Barton, D. (2010). Digital Literacies. Research briefing for the TLRP-TEL (Teaching and Learning Research Programme - Technology Enhanced Learning). London: London Knowledge Lab, Institute of Education. https://www.researchgate.net/publication/273313102_Gillen_J_Barton_D_2010_Digital_Literacies_ Research_briefing_for_the_TLRP-TEL_Teaching _and_Learning_Research_Programme_-_Tech nology_Enhanced_Learning_London_London_ Knowledge_Lab_Institute_of_Education
Gilster, P. (1997). Digital Literacy. New York, NY: John Wiley & Sons, Inc.
Ifenthaler, D., & Hanewald, R. (2014). Digital knowledge maps in higher education. Technologyenhanced support for teachers and learners. 10.1007/9781461431787. http://dro.deakin.edu.au/view/DU:30060682
Internet Keep Safe Coalition. (2009). Data Privacy in Education. https://ikeepsafe.org/.
Kaiser, H. F. (1970). A second generation little jiffy. Psychometrika, 35(4), 401–415. https://doi.org/10.1007/BF02291817
Martin, A., & Madigan, D. (2006). Digital Literacies for Learning. Facet. 10.29085/9781856049870.
Minkel, W. (2000). No, it’s not all true! Library Journal, 33-34.
National Council of the Teachers of English. (2011). Literacies of disciplines. www.ncte.org/library/NCTEFiles/Resources/Jounals/CC/02-11-Sep 2011/CC0211Policy.pdf
Newrly, P., & Veugeleus, M. (2009). How to strengthen digital literacy. www.elearningeuropa.info/files/media/media18513
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon. 9. 1-6. 10.1108/10748120110424816. https://www.researchgate.net/publication/235316599_Digital_Natives_Digital_Immigrants_Part_1
Ranieri, M., Bruni, I., & Xivry, A. (2017). Teachers' Professional Development on Digital and Media Literacy. Findings and recommendations from a European project. Research on Education and Media. 10. 10.1515/rem-2017-0009. https:// www.academia.edu/36287163/Teachers_Professional_Development_on_Digital_and_Media_ Literacy._Findings_and_recommendations_from_a_European_project
Rouet, J.F., & Levonen, J.J. (1996). Studying and learning with hypertext: Empirical studies and their implications. In J.F. Rouet, J.J. Levonen, A. Dillon, and R.J. Spiro (eds), Hypertext and Cognition (pp. 9-23). New York: Lawrence Erlbaum Associates
Sicat, A.S. (2015). Enhancing college students’ proficiency in business writing via schoology. International Journal of Education and Research, 3(1), 159-178. https://www.ijern.com/journal/2015/January-2015/14.pdf
The New London Group (1996) A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review, 66(1): 60-93. https://hepgjournals.org/doi/10.17763/haer. 66.1.17370n67v22j160u