Could the Digital Literacy of Preservice Physics Teachers Be Improved by Learning Management System Supported Smartphone (LMS3) Application in a Physics Online Lecture?

Autor/in	Rizal, Rahmat
Titel	Could the Digital Literacy of Preservice Physics Teachers Be Improved by Learning Management System Supported Smartphone (LMS3) Application in a Physics Online Lecture?
Quelle	In: Physics Education, 58 (2023) 2, Artikel 025004Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rizal, Rahmat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-9120
Schlagwörter	Preservice Teachers; Physics; Science Instruction; Science Teachers; Digital Literacy; Learning Management Systems; Handheld Devices; Telecommunications; Electronic Learning; Educational Technology; Technology Integration; Program Implementation; Program Effectiveness + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Telekommunikationstechnik; Unterrichtsmedien
Abstract	Digital literacy is a vital competency needed by physics teachers, so it should be trained through lectures using technology, one of which is LMS3. The study aims to describe the LMS3 implementation in school physics lectures to train digital literacy and elucidate an enhancement of prospective physics teachers' digital literacy in school physics lectures using LMS3. One-group pre-test--post-test design was conducted on 38 prospective physics teachers who enrolled in school physics lectures. The instruments consisted of digital literacy tests, lecture implementation forms, and interview guides. Besides, LMS3 is an application designed independently using the ADDIE (analysis, design, development, implementation, and evaluation) development model. The learning process using LMS3 occurred synchronously after the lecturer activated the learning process menu and adopted problem-based learning syntax. In general, the enhancement of digital literacy of prospective physics teachers after attending school physics lectures using LMS3 was the high category (N-gain = 0.72). In conclusion, school physics lectures using LMS3 had a significant impact on enhancing digital literacy. This study suggests developing lectures using various technologies that support the improvement of teacher competence in facing challenges in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01