EXPLORING PRIMARY SCHOOL TEACHERS' DIGITAL LITERACY IN ONE SCHOOL IN KAZAKHSTAN

Abstract

This is a qualitative study that aimed to explore teachers’ digital literacy in one primary school in Kazakhstan. Due to the quick advancement of new technologies and Artificial Intelligence, promoting teachers’ digital literacy has become even more acute. This is particularly imminent in early years education, wherein children are being exposed to digital devices at a very young age. Whilst there are skepticisms in relation to engaging children with digital devices in early years, integrating digital tools into teaching has become an inalienable part of primary school education. Thereby, this study aimed to address the following key research questions: (1) What are primary school teachers' perceptions of digital literacy? (2) How do primary school teachers practice digital literacy? (3) What are the key implications for primary school teacher education and practice? The data collection tools included an online questionnaire with 32 teachers, 6 face-to-face interviews with teachers, and 6 classroom observations. The research findings indicate that primary school teachers have varying levels of digital literacy. For example, novice teachers had slightly higher levels compared to their senior counterparts. Moreover, primary school teachers’ perceptions of digital literacy were rather limited, as they defined digital literacy as being able to merely use information and communication technologies (ICT) for their professional and personal aims. Whilst the majority of teachers implemented digital tools in their classrooms, including lesson planning, creating teaching materials, and student engagement, they were limited to introductory and warm-up activities and classroom posters. These study findings underscore a crucial demand for more systemic integration of digital literacy into primary school teachers’ pre-service and in-service professional development, as well as support from the school leadership team in promoting such skills in primary schools. Despite the small sample size, the study’s key findings have implications for policy and practice improvement.