Digital literacy and digital self-efficacy of Australian technology teachers
Open accessAbstract
Agriculture is being increasingly transformed into a technological industry and calls for a greater need for digitally literate employees. To ensure school students are best placed for this requirement, the development of teacher digital literacy, self-efficacy, and the awareness of agricultural technology is essential. The current study explores the digital literacy and self-efficacy of Australian Technology Mandatory teachers who were participants in a one-day workshop (n = 185). The workshop introduced participants to the GPS Cows module, a complete teaching resource specifically designed to cover agricultural aspects of the Technology Mandatory syllabus. Data were collected by way of classroom ‘clickers’ during the workshop and by a post-workshop survey. Teachers were found to have reasonable basic digital literacy but lacked the confidence to conduct more detailed analytics. There was also some evidence that a teacher’s own digital literacy may also impact their perception of their students’ skills. Professional development workshops, such as the GPS Cows workshop, can improve teacher digital literacy and self-efficacy through hands-on learning in a collaborative, team environment.
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Previous research on AI-related competence and technology literacy suggests that teachers' knowledge and skills in emerging technologies contribute to their confidence and capability in technology-supported teaching.
“Although direct empirical evidence linking AIL to TSE remains limited, previous research on AI-related competence and technology literacy suggests that teachers’ knowledge and skills in emerging technologies contribute to their confidence and capability in technology-supported teaching (Cosby et al., 2023; Jeon and Kim, 2022).”
From AI teaching innovation behavior among college teachers: a structural equation modeling analysis based on the AI-TPACK framework, teaching self-efficacy, professional identity, and AI literacy (2026) · cites this paper as Cosby et al., 2023
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Bai, X., & Hsieh, T.-S. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1834827
“…linking AIL to TSE remains limited, previous research on AI-related competence and technology literacy suggests that teachers’ knowledge and skills in emerging technologies contribute to their confidence and capability in technology-supported teaching (Cosby et al., 2023; Jeon and Kim, 2022).”
- Authors
- Cosby, A., Fogarty, E. S., & Manning, J.
- Affiliations
- Central Queensland University (AU)
- Corresponding author
- Cosby, Amy
- Venue
- Education Sciences
- Publisher
- MDPI AG
- Published
- 2023-05-22
- Volume
- 13
- Issue
- 5
- Pages
- 530
- ISSN
- 2227-7102 (ISSN-L)
- OpenAlex
- W4378087451
- Cited by
- 36
- References
- 21
- Citations by year
- 2026: 14 · 2025: 16 · 2024: 4 · 2023: 2
- FWCI
- 8.49
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Education Sciences (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Figshare (submittedVersion, cc-by)
- Funders
- NSW Department of Education, Australia
- Topics
- Physical Sciences › Computer Science › Information Systems › Digital literacy in education
- Life Sciences › Agricultural and Biological Sciences › General Agricultural and Biological Sciences › Diverse Educational Innovations Studies
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- digital literacy, digital self-efficacy, technology teachers, agricultural technology, professional development workshops, teacher confidence, cooperative learning
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