A Study of the Status of Digital Knowledge of Prospective Higher Secondary School Teachers in Dehradun District

Abstract

The study aimed to explore the digital knowledge of prospective higher secondary school teachers in Dehradun District, focusing on various demographic factors such as gender, locality, stream, and marital status. The research adopted a normative survey method and sought to analyze the level of digital knowledge in relation to these factors. The specific objectives of the study were: (1) to examine the digital knowledge of prospective teachers based on their gender, (2) to investigate the influence of locality (rural or urban) on digital knowledge, (3) to assess the digital knowledge based on academic stream (arts, science, commerce), and (4) to explore any differences in digital knowledge related to marital status. The study tested four null hypotheses, which suggested no significant differences in the digital knowledge of prospective teachers based on gender, locality, academic stream, and marital status. The findings revealed that there was no significant difference in the digital knowledge between male and female prospective teachers. Both groups exhibited similar levels of digital knowledge, indicating that gender did not influence digital competency in this context. However, a significant difference was found between rural and urban prospective teachers, with urban teachers exhibiting better digital knowledge. This disparity was attributed to factors such as limited access to digital resources, connectivity issues, power supply irregularities, and a lack of digital literacy training in rural areas. Regarding academic stream, the study found no significant difference in the digital knowledge of prospective teachers from the science, arts, and commerce streams. This similarity in digital knowledge across streams was attributed to factors like student interest, the role of teachers in fostering digital skills, and the increasing relevance of digital technology in education. Finally, the study concluded that marital status did not significantly impact the digital knowledge of prospective teachers, as both married and unmarried individuals exhibited similar levels of digital competency, driven by personal interest and the acquisition of digital skills. Overall, the findings suggest that while gender and marital status do not significantly affect digital knowledge, locality plays a critical role, with urban teachers having better access to digital resources and training than their rural counterparts.