Peer-reviewed article
Implementation of Digital Literacy in Indonesia Early Childhood Education
Sri Tatminingsih ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study surveyed 318 early childhood education teachers across Indonesia to understand how digital literacy is being implemented in ECE institutions. Digital literacy was defined as the skills and abilities to use digital technology to access, manage, and evaluate information. The research found that digital literacy can only be implemented in a limited way in early childhood settings, and that successful implementation requires involvement of both teachers and parents. The authors recommend careful oversight of digital literacy practices in early childhood education.
Key points
- Digital literacy in ECE is currently implemented in a limited capacity
- Successful implementation requires involvement of both teachers and parents/guardians
- The study surveyed 318 ECE teachers from various provinces using an online questionnaire
- Strict supervision is needed for digital literacy implementation in early childhood
- Digital literacy is defined as skills to access, manage, integrate, analyze and evaluate information using digital devices
Limitations
The study is descriptive and does not evaluate outcomes or the impact of digital literacy on children's learning and development. The research provides insights into current implementation practices but does not assess effectiveness or identify what constitutes appropriate digital literacy activities for different ages within early childhood.
Abstract
Digital literacy is a person's interests, attitudes, abilities, and skills in using digital technology-based devices. These skills are used to access, manage, integrate, analyze and evaluate the information needed and obtained, build new knowledge and create relationships or communication with others to participate effectively in society. This study aims to explore and explain the application of digital literacy in Early Childhood Education (ECE) institutions. The research method is descriptive quantitative with a survey technique. The instrument used is a questionnaire in the form of a Google-Form (G-Form) which is distributed online via Instagram, WhatsApp, and email. The population is ECE teachers, and a sample of 318 ECE teachers from various provinces was collected randomly. The data collected were analyzed descriptively with simple quantification. The results of the study indicate that the application of digital literacy in ECE can be implemented in a limited way and the implementation process must involve teachers and parents/guardians. The recommendation conveyed was the need for strict supervision for the implementation of digital literacy in early childhood.