Teachers and Digital Literacy
A Case Study of Teachers at SMA Negeri 1 Makassar
Today’s learning resources are no longer focused on classrooms. Internet has become a learning resource that provides a variety of knowledge and education. Teachers must have the ability to access the internet in order to obtain various references. Unlimited internet and anonymous also demands digital literacy competence in order to be able to sort out information from various sources and produce its own teaching materials which is the main focus of this article. To describe digital literacy obtained by teachers of SMA Negeri 1 Makassar using the digital literacy competencies proposed by Glister (1997). SMA Negeri 1 Makassar was chosen because SMA Negeri 1 Makassar is one of the favorite schools in Makassar and known for its achievements, which of course it is expected that the teachers have good digital literacy, as role models for other high schools. Data obtained by in-depth interviews, observation, and documents, which not only obtained on site but also through social media. This article is based on research with a case study approach found four components of digital literacy proposed by Glister. They are: a) internet searching, b) hypertext navigation, c) content evaluation, and d) knowledge assembly. Apart from that, other findings are; a) teachers’ role towards the students, b) teachers’ age affects digital literacy competencies, c) search engines utilization, d) social media WhatsApp as a communication and discussion media.