Dear Respondents,

Greetings!
The undersigned is currently conducting a study on the topic “Digital Literacy and Competency among
Selected Olongapo City Teachers: Basis For A Post Pandemic Pedagogy” as part of his dissertation
requirement for the degree Doctor of Philosophy major in Development Education from Central Luzon
State University (CLSU).
Kindly I would like to ask you permission to be part of this study to establish my hypotheses and
objectives of the research under consideration. I assure you that the responses provided by you will be
purely used for the purposes of research and will not be used for any other purpose. Animosity of the
respondents will be maintained as the first page of the questionnaire containing the name and other detail
of the respondents will be detached while collecting responses.
Thank you!
Respectfully yours,
Jhessie Abella
Researcher
==============================================================================================================================
I. Profile of the Respondents
a. Age __________
b. Gender □ Male □ Female
c. Highest Educational Attainment □ College Degree
□ Master’s Degree Holder
□ Ongoing Master’s Degree
□ Doctorate Holder
□ Ongoing Doctorate Degree

d. Level of students handled □ Senior High School

□ College
e. Years of Teaching ___________
f. Type of educational institution □ Private □ Public/Government

II. Digital Literacy. The following items will assess your digital literacy. Kindly put a
(/) to describe your confidence level to each statement.
UNDERSTANDING DIGITAL PRACTICES
Very Quite Not
Confident Confident Confident
1. Knowing what categories of users you can expect to find online
2. Explaining what happens to information you put online: your
digital footprint
3. Choosing the right tool to find, use, or create information
4. Presenting yourself online: your digital identity
5. Finding a person online, for example an expert in your discipline,
and establishing their contact details
6. Using online tools and websites to find and record information
online
7. Establishing who owns information and ideas you find online
8. Establishing what online information you can legally re-use
FINDING INFORMATION
1. Knowing what information you can find on the web
2. Knowing what information you can find in an online Library
3. Using advanced search options to limit and refine your search
4. Using keywords commonly used in your discipline to search for
information online
5. Using social networks as a source of information
6. Knowing when to change your search strategy or stop searching
7. Filtering large numbers of search results quickly
8. Scanning / skimming a web page to get to the key relevant
information quickly
9. Keeping up-to-date with information from authoritative people or
organizations by subscribing to RSS feeds
USING INFORMATION
1. Using information in different media, for example, podcasts or
videos
2. Assessing whether an online resource (e.g. web page, blog, wiki,
video, podcast, academic journal article) or person is credible and
trustworthy
3. Using other people’s work (found online) without committing
plagiarism
4. Citing a reference to an online resource (e.g. in an assignment)
using the correct format
5. Keeping a record of the relevant details of information you find
online
6. Using social bookmarking to organize and share information
7. Sharing files legally with others
CREATING INFORMATION
1. Adding comments to blogs, forums or web pages, observing
netiquette and appropriate social conventions for online
communications
2. Writing online for different audiences, e.g. a web page or blog
entry for private use, for reading by your fellow students, for
reading by your tutor, or for reading by anyone in the world
3. Writing in different media for people to read on-screen
4. Communicating with others online (forums, blogs, social
networking sites, audio, video, etc.)
5. Working with others online to create a shared document or
presentation
6. Using media-capture devices, e.g. recording and editing a podcast
or video

III. This self-assessment tool is based on the European Digital Competence

Framework for Educators (DigCompEdu). This tool aims to allow you to know
your strengths and weaknesses in using digital technologies in your practice.

1. How do you currently assess your digital competence as a teacher? I am probably

a(n);
□ Newcomer
□ Explorer
□ Integrator
□ Expert
□ Leader
□ Pioneer
2. I use different digital communication channels for different purposes. E.g. E-
students; Facebook for general audience; Moodle with students; Apps for groups,
What'sApp with teachers, Skype with students...
□ Not at all: I do not use digital communication channels
□ Not really: I use the same digital communication channel for everything
□ Sometimes I vary communication channels
□ Yes, I respect students' preferences
□ Yes, I strategically choose between different digital options
3. I use digital technologies to work together with colleagues inside and outside my
school.
□ Not at all: I do not use digital technologies to collaborate with other teachers
□ Not really: I only use digital technologies to collaborate with teachers inside my school
□ Sometimes I exchange materials with colleagues inside and outside my school, e.g. via
e-mail
□ Yes, I frequently exchange ideas and materials, also with teachers outside my school,
e.g. in an online teacher network
□ Yes, I jointly create materials with other teachers in an online network of teachers from
different organization
4. I continuously reflect on how I can improve my use of digital technologies in
teaching and learning.
□ No, never: I do not use digital technologies in teaching
□ No, rarely: I do not usually reflect on how to improve my use of digital technologies in
teaching
□ Sometimes, but not continuously
□ Yes, reflection is part of my daily practice
□ Yes, all the time, and I frequently participate in targeted training
5. I participate in online training opportunities e.g: online courses, MOOCs, webinars,
virtual conferences...
□ No, never
□ Not yet, but I am interested
□ Somewhat, once or twice
□ Yes: I have tried out various different online training opportunities
□ Yes, all the time: I frequently participate in all kinds of online training
6. I use different internet sites and search strategies to find and select digital resources
e.g. using educational platforms and repositories or online professional networks to
identify suitable worksheets, presentations, videos, pictures, games, quizzes, apps,
sites to set up blogs,wikis...
□ Not at all: I do not use the internet much
□ Not really: I search the internet
□ Somewhat: I know different websites with educational resources and use them every
now and then
□ Yes, I frequently use different repositories with educational resources
□ Yes, I strategically select between the very many different repositories I know
7. I create my own digital resources and modify existing ones to adapt them to my
needs. e.g. I create presentations, digital worksheets, videos, blogs, online quizzes; I
adapt digital quizzes or worksheets, adjust programs and apps, embed videos...
□ Not at all: I do not create digital resources
□ Not really: I do create worksheets with a computer, but then I print them
□ Somewhat: I create worksheets and presentations, but not much more
□ Yes: I create and modify different types of resources
□ Yes, all the time: It is part of my daily practice to create and modify different types of
digital resources
8. I effectively protect sensitive content, e.g. exams, students' grades.
□ Not at all: I don't really worry
□ Not consistently
 □ Somewhat: the school takes care of this
□ Yes, I password protect these files
□ Yes, I comprehensively protect these files (example: combining hard-to-guess
passwords with encryption and frequent software updates)
9. I carefully consider how, when and why to use digital technologies in class, to ensure
that they are used with added value.
□ Not at all: I do not use technology in class
□ Not really: I use the digital whiteboard to explain new concepts, that's all
□ Somewhat: I make sure that my presentation is understandable and interesting
□ Yes, I also use digital technologies to support individual and group work
□ Yes, for each phase of the lesson I have some fun activity ready
10. I monitor learners' behavior and engagement in the collaborative digital
environments I use.
□ Not at all: I do not use digital environments with my learners
□ Not really: I do not monitor students' behavior
□ Sometimes I check on them
□ Yes, I regularly check on them
□ Yes, I regularly intervene with motivating or corrective comments
11. When my students work in groups or teams, they use digital technologies to
generate and document evidence.
□ Not at all: My learners do not work in groups
□ Not really: My learners do not use digital technologies in group work
□ Sometimes they use the internet to find information or present their results in digital
format
□ Yes, they often use the internet to find information and present their results in digital
format
□ Yes, extensively: They exchange evidence and jointly create knowledge in a
collaborative online space where I can monitor their progress
12. I use digital technologies to allow learners to monitor their learning themselves
(Example: using quizzes or surveys for self-assessment, ePortfolios for showcasing,
online diaries for reflection...).
□ Not at all: My learners do not monitor their own learning
□ Not really: My learners monitor their own learning, but not with digital technologies
□ Sometimes I use quizzes for self-assessment
□ Yes, I use different digital tools for learners to monitor their learning
□ Yes, I follow a structured approach integrating different digital tools to allow learners
to monitor and reflect on their progress
13. I use digital assessment formats to monitor student progress.
□ Not at all: I do not regularly check on student progress
□ Not really: I do not use digital tests to check on progress
□ Sometimes I use online tests to see where students stand
□ Yes, I regularly check on student progress using little tests or quizzes
□ Yes, all the time, also to understand where I need to improve my teaching
14. I reflect on the digital and non-digital evidence I have on learners' behavior and
progress to better understand individual problems.
□ Not at all: Learners' behavior is none of my business
□ No: This "evidence" is not available to me
□ Sometimes, e.g. at the end of the term or period of study, to identify students who need
support
□ Yes, I watch out for changes in behavioral patterns on a weekly basis
□ Yes, on a weekly basis, I identify and discuss changes in behavioral patterns with
students
15. I use digital technologies to provide effective feedback and help students understand
their learning needs.
□ Not at all: There is no need to involve students
 □ Not really: Digital solutions are not an adequate response
□ Periodically, after each term or period of study
□ Yes, frequently: This is part of my daily practice
□ Yes, strategically: On a daily basis, and we also discuss which digital solutions work
well and which don't
16. When I create digital assignments for learners I consider and address problems they
may have with the digital format (Example: lack of access to digital devices or
internet, interoperability and conversion problems when using
PCs/tablets/smartphones, learners' lack of digital competence, unequal access to e.g.
e-mail, facebook, google docs, WhatsApp, ...
□ Not at all: I do not create digital assignments
□ Not really: My students don't face these problems
□ Yes, by minimizing problems: I adapt the task so as to minimize problems
□ Yes, by enabling students: I discuss possible obstacles with students and outline
solutions
□ Yes, by allowing for variety: I adapt the task, discuss solutions and provide alternative
ways for completing the task
17. I use digital technologies to provide my students personalised learning opportunities
(E.g.
I give different students different digital tasks to address individual learning needs,
preferences and interests).
□ Not at all: All learners get to do the same activities, irrespective of their level
□ Not really: I provide learners with different activities, but use non-digital formats
□ Yes, for some: I provide digital activities for those who are advanced or lagging behind
□ Yes, by level: Different ability groups get different digital tasks
□ Yes, for each and every student: I provide each student with a set of digital tasks
tailored to individual learning needs
18. I use digital technologies to more actively involve learners.
□ Not at all: My students do not use digital technologies
□ Not really: I do involve students actively, but not with digital technologies
□ Yes, when instructing, i use motivating stimuli: videos, animations, cartoon,...
□ Yes, My students regularly engage themselves with digital medias, e.g. electronic
worksheets, games and quizzes
□ Yes, all the time: My teaching is based on students' active involvement with digital
technologies, e.g. they play games or quizzes, and they create digital content or solve
problems using digital tools
19. I teach learners how to check if information is reliable and to identify fake news.
□ Not at all: This is not relevant in my subject
□ Not really: It is not my responsibility to teach this
□ Yes, I teach them about reliable and unreliable sources
□ Yes, I discuss with students how to verify the accuracy of information
□ Yes, comprehensively: we discuss how information is generated and can be distorted
20. I set up assignments which require learners to use digital means to communicate
with each other or with an outside audience.
□ Not at all: I do not use assignments that require communication
□ Not really: In my subject this does not make sense
□ Partly: to communicate with each other
□ Yes, to communicate internally and externally
□ Yes, in a structured way allowing them to slowly expand their skills
21. I set up assignments which require learners to create digital content (E.g. videos,
audios, photos, digital presentations, blogs, wikis...)
□ Not at all: My students do not create content
□ Not really: Not all of them have the necessary access to digital technologies
□ Sometimes, as a fun activity
□ Yes, as integral part of their study
 □ Yes, strategically: As integral part of their study and with increasing level of difficulty
22. I teach learners how to behave safely and responsibly online.
□ Not necessary: If at all, my students only use safe environments.
□ Not really: It is not my responsibility to teach this
□ Yes, I explain existing rules of conduct
□ Yes, we discuss and agree on rules of conduct
□ Yes, strategically: My students practically apply existing and commonly agreed rules in
the different digital environments we use
23. I encourage learners to use digital technologies creatively to solve concrete
problems.
□ Not at all: This is too difficult for them
□ Not really: It is not my responsibility to teach this
□ Occasionally, whenever an opportunity arises
□ Yes, we often experiment with technological solutions to problems
□ Yes, strategically: I purposefully integrate opportunities for creatively using digital
technologies into the subject learning

Thank you very much for taking part in this study.