Bridging the Gap: Challenges and Strategies in Digital Learning Evaluation Among Technologically Inexperienced Teachers
DOI:
https://doi.org/10.64538/pathalogy.v1i2.160Keywords:
digital assessment innovation;, digital learning evaluation; , educational technology integration;, professional development;, teacher digital competence.Abstract
This study investigates the challenges faced by secondary school teachers in implementing technology-based learning evaluations, focusing on limitations in digital competence. Employing a qualitative case study approach, data were collected through interviews, classroom observations, and document analysis at a public secondary school in Indonesia. The findings reveal that teachers’ lack of digital literacy hampers the effective use of Learning Management Systems (LMS) and assessment tools. Educators often struggle with navigating digital platforms and designing meaningful evaluations, primarily due to insufficient training and a lack of sustained professional development. Additionally, infrastructure-related issues such as unstable internet access and limited availability of devices emerge as significant obstacles to effective technology integration. The study highlights the critical role of comprehensive training programs, peer collaboration, and supportive school leadership in enhancing teacher readiness for digital assessment. It also points to the need for policy-level interventions that prioritize equitable access to digital resources and capacity building. By identifying systemic and individual-level barriers, this research contributes to the discourse on digital transformation in education. It offers practical recommendations for educational stakeholders seeking to improve digital learning evaluation practices and promote equity and quality in the digital age
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