Digital Literacy Competence and Technology Integration of Senior High School Chemistry Teachers

The assessment of digital literacy and the extent of technology integration among Senior High School (SHS) Chemistry teachers is necessary for 21st-century education. This study employed the Digital Competence Scale for Teachers (DCST) to identify teachers' level of digital literacy competence. It also used the Technology Integration Document Analysis Sheet (TIDAS) to assess 18 lesson plan exemplars submitted by Senior High School Chemistry teachers, determining the extent of technology integration in their instructional practices. Technology integration of teachers was analyzed based on the SAMR Model. The study also identified the challenges of the SHS Chemistry teachers in technology integration. The results of the study show that SHS Chemistry teachers are moderately competent in data privacy, problem-solving, and communication and collaboration, while ethical practices were rated highly competent. However, digital content creation was rated the lowest but still at the moderately competent level. Technology integration is mostly at substitution and augmentation levels, which mainly occurs during lesson introduction and lesson proper. Challenges identified include infrastructure limitations, time constraints, digital literacy disparities, inadequate support, misaligned curricula, and resource shortages. Enhancing the digital literacy competence of teachers is crucial for advancing to higher levels of technology integration, where it can significantly transform learning experiences.