Abstract:
The rapid development of Information, Communication and Technologies
(ICT) has initiated an unparalleled transformation in schools all over the
world. The general purpose of the study is to determine the influence of factors
on the Information and Communication Technology (ICT) literacy of teachers
in schools in the Nuwaragampalatha East educational division of Sri Lanka.
The study covers the entire population of 70 teachers in the
Nuwaragampalatha East educational division of Sri Lanka. 57 copies of the
questionnaire were completed and returned for analysis representing 81.43%.
The purpose of the questionnaire was to assess each teacher's level of selfknowledge
regarding the apps they use, with one denoting a lack of knowledge
and five denoting a high level of expertise. In this study, the tools that teachers
use to take advantage of teaching and learning methodologies such as
Microsoft Office, Google Applications, Educational Tools, Operating
Systems, Social Media, and Multimedia Editors have been taken into
consideration. The t-test and the One-Way Analysis of Variance were used to
analyze the data in this study. The age category (p-value=0.363), teaching
experience (p-value=0.862), and subject category (p-value=0.546) do not
affect the ICT literacy of the teachers. However, the male teachers
(mean=2.0125, SE=0.0689) have significantly higher ICT literacy level than
the female (mean=1.7323, SE=0.0868) teachers (p-value=0.014, t-test). In
conclusion, gender, but not age, subject area, or experience, has an impact on
school teachers' ICT literacy. The study may also help the strategic level
decision makers to plan teacher education programs effectively.
