Developing Digital Fluency in Early Education: Narratives of Elementary School Teachers

Abstract

In this qualitative phenomenological investigation, the experiences, coping strategies, and educational perspectives of eight elementary school teachers in Caraga North District, Division of Davao Oriental were explored as they foster digital fluency in early education. Identified themes from their experiences included difficulty in acquiring digital equipment, balanced screen time, and cultivated curiosity and exploration. Coping mechanisms employed by teachers involved enhancing digital skills, establishing partnership with the digital expert, and attending professional development and training. Educational insights encompassed tailoring an age-appropriate technology integration, fostering digital citizenship, and enhancing critical thinking skills. These findings underscore the diverse experiences and competencies required by teachers in imparting relevant digital knowledge to learners. Additionally, delving into teachers' experiences not only contributes to a nuanced comprehension of modern teaching demands but also offers valuable insights for both educators and educational institutions, potentially leading to enhancements in classroom management and teaching strategies in early education.