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All Journal International Journal of Educational Narratives
Verma, Aditi
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Education Social Sciences Other

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The Relationship between Teacher Digital Literacy and the Use of Technology in Learning Chan, Rachel; Tan, Marcus; Verma, Aditi
International Journal of Educational Narratives Vol. 3 No. 2 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i2.2149

Abstract

Background. The integration of technology in education has become increasingly essential for enhancing learning experiences, yet the successful use of technology in teaching relies heavily on teachers’ digital literacy. Digital literacy refers to the ability to use, understand, and evaluate digital tools effectively, and it has been identified as a critical factor influencing the adoption and implementation of technology in the classroom. Purpose. This study investigates the relationship between teachers’ digital literacy and their use of technology in teaching practices. The primary objective is to assess how teachers’ proficiency in digital tools impacts their incorporation of technology into the learning environment. Method. A quantitative research design was employed, using surveys to collect data from 200 teachers across various educational institutions. Descriptive and inferential statistics were used to analyze the data, revealing a positive correlation between digital literacy and the frequency and effectiveness of technology use in the classroom. Results. The findings suggest that teachers with higher levels of digital literacy are more likely to utilize technology in diverse and innovative ways to support student learning. Conclusion. In conclusion, enhancing teachers’ digital literacy is crucial for optimizing the integration of technology in education, thus contributing to more effective and engaging learning experiences.  
Ethical Dilemmas in the Classroom: A Narrative Approach to Professional Ethics in Indian Teacher Education Verma, Aditi; Singh, Karan; Gupta, Meera
International Journal of Educational Narratives Vol. 3 No. 3 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i3.2206

Abstract

Background. Professional ethics is a critical yet often underexplored dimension in teacher education, particularly in contexts where cultural, institutional, and systemic challenges intersect. In India, where educators regularly face value conflicts in classrooms—ranging from caste discrimination to gender norms and curriculum constraints—there is a growing need to address how ethical dilemmas are experienced and navigated by pre-service teachers. Purpose. This study explores ethical decision-making in teacher education through a narrative inquiry approach, focusing on the lived experiences of student-teachers across four Indian teacher training institutes. Method. A total of 28 participants engaged in reflective journaling and semi-structured interviews, recounting ethical tensions encountered during practicum or coursework. Thematic narrative analysis revealed recurring dilemmas related to authority, bias, institutional silence, and cultural contradiction. Results. Participants often expressed uncertainty, emotional distress, and conflict between personal values and institutional expectations. However, the process of narrating these experiences also served as a reflective tool, enabling critical ethical reasoning and professional growth. Conclusion. The study concludes that narrative reflection can be a transformative pedagogical strategy in teacher education, fostering ethical sensitivity and professional identity development in complex educational environments.  
Co-Authors Chan, Rachel Gupta, Meera Singh, Karan Tan, Marcus