SIGNIFICANCE OF DIGITAL COLLABORATION AND SKILLS FOR EFFECTIVE LEARNING OUTCOMES: A STUDY OF TEACHERS' PERSPECTIVES
Abstract
The current study examines teachers’ perceptions towards the significance of digital competencies and skills for effective learning outcomes. The study was quantitative and based on the questionnaire conducted by 200 teachers to evaluate their opinions on the value of diverse digital tools such as communication applications, educational applications, multimedia applications, and online collaboration platforms. The questionnaire was adopted from the study of Mena-Guacas et al. (2024) and consisted of twenty-four questions. The questions were modified and put before the teachers and the data was collected from 200 teachers teaching at the secondary level in District Lahore Pakistan. The data was analyzed through SPSS version 23 and frequencies, percentages and mean values were calculated. The results showed that a strong consensus exists about teachers having to be proficient in the usage of email, social networks, wikis, blogs, search engines and educational websites, in turn, placing special emphasis on content creation interactive and multimedia: podcasts and videocast. Teachers are excited about digital tools for conversing with others and developing content, but their descriptions of potential approaches like syndication systems and tagging/bookmarks indicate less enthusiasm and possible gaps in awareness and/or experience. They view that professional development programs should target improved digital literacies, particularly in emerging educational technologies. The data indicate potential interest in personalized training and improved institutional support to help educators better embed digital tools into their teaching practices. Future studies could focus on the challenges of technology adoption, the implications of digital tools for student learning, and the influence of demographics on teachers’ digital competence.
Keywords: Digital Collaboration, Skills, Effective Learning Outcomes.
