Digital Teaching Competency Of Female Prospective Teachers In Tirunelveli District

Abstract

Digital Teaching Competency is an essential challenge for the educational systems of the 21st  century. Nowadays, open-access learning environments based on virtual reality and certified online real-time learning outcomes maximize opportunities for all types of learners that the facilitators or teachers in traditional to digital. Modern classrooms increasingly incorporate technology in daily lessons. Prospective teachers must be adept at using digital tools and platforms to create interactive and engaging learning experiences. In this regard, the investigators used a simple random sampling technique. Michael Jeya Priya, E., and Maria Saroja, M developed a Digital Competency Scale (DSC) (2021). Data were collected from 250 female prospective teachers. Mean, 't' test, and ꭓ2 were used to analyze the data. The study showed that the level of digital competency of female prospective teachers is moderate. There is a significant difference between rural and urban, UG and PG, Arts and Science group students in their digital competency among prospective teachers. There is no significant difference between aided and self-financed, nuclear and joint family, in their digital competency among prospective teachers. The study is limited to the second-year prospective teachers in Tirunelveli district. Further studies can be done to determine the school teachers' digital competency. The study highlighted that digital competency is the fundamental requirement for prospective teachers to handle the learners. It empowers them to deliver high-quality education, adapt to diverse teaching environments, and prepare students for a technology-driven future. Thus, prospective teachers must acquire the necessary skills, knowledge, and competence in using digital technologies and tools to enhance their Digital Teaching Competency, which will be beneficial for both their learning and teaching.