Understanding Digital Literacy, Digital Competence, and Pedagogical Digital Competence: Implementing Online Teaching for Filipino Tertiary Educators During COVID-19

This chapter aims to trace and clarify the meaning of digital literacy (DL), digital competence (DC), and pedagogical digital competence (PDC) in the global literature, as well as their relevance to the Filipino tertiary education teachers’ PDC during the current COVID-19 pandemic that suspended face-to-face classes in favor of flexible, blended, and online teaching as mandated by the Philippines’ Commission on Higher Education (CHED). It also examines the major obstacles that hinder the development of the Filipino teachers’ PDC to be able to implement the CHED’s long-distance learning requirement as part of its recommended flexible learning to minimize COVID-19 infection. Using a systematic literature review as the primary method and peer-reviewed journal articles, reports, and books as sources of textual data, it argues that responding adequately to the CHED’s teaching mandate during the pandemic requires addressing the problems of lack of logistical support for teachers and students, such as weak and unstable Internet connection and lack of access to digital devices and educational technologies. It also needs to strengthen institutional support for information communication technology (ICT) infrastructure in colleges and universities and teachers’ ICT training to enhance their PDC and attitude toward online and long-distance learning. This chapter recommends that the Philippine government through the CHED must encourage more studies to understand fully the implementation barriers to improve the Filipino tertiary educators’ PDC during the current COVID-19.

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1. Polytechnic University of the Philippines (PUP), Manila, Philippines Vivencio O. Ballano, Nicolas T. Mallari & Raul Roland R. Sebastian

1. Vivencio O. Ballano