The Meaning of Digital Literacy for Elementary School Teachers in Rural Chiang Mai
Keywords:
digital literacy, primary teachers, rural education, Chiang Mai, technology integrationAbstract
This study explores the meanings and experiences of digital literacy among primary school teachers in rural Chiang Mai, Thailand, where technological infrastructure and educational resources differ significantly from urban contexts. As digital technologies increasingly permeate educational practices globally, understanding how rural educators conceptualize and engage with digital literacy becomes crucial for equitable educational development. Through qualitative inquiry involving twenty primary school teachers from eight rural schools, this research examines teachers' perceptions of digital literacy, their self-assessed competencies, integration practices in classroom instruction, and challenges encountered in resource-limited environments. Findings reveal that rural teachers construct digital literacy meanings shaped by contextual constraints, viewing it simultaneously as an aspirational competency, a professional necessity, and a culturally mediated practice. While teachers recognize digital literacy's importance for student preparation and pedagogical innovation, implementation remains hindered by inadequate infrastructure, limited training opportunities, and tensions between traditional teaching values and technology integration. The study contributes nuanced understanding of digital literacy in marginalized educational contexts and recommends context-sensitive professional development, infrastructure investment, and policy frameworks acknowledging rural-urban digital divides in educational technology adoption.
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