New Technologies and Digital Literacy in Education: A Shifting Paradigm

The newly emerging concept of Digital Literacy requires an entirely new set of skills, as pointed out by Eshet, including the emotional and cognitive ones, to be better able to work in a digitally oriented environment. With the advent of modern time, the use of technology has become a crucial element in all spheres of life. This study endeavors to look at the level of digital literacy of the teachers, their beliefs and attitudes towards incorporating into their pedagogy, anxiety in using digital gadgets, and perceived problems during this process in Pakistani academia. Drawing insights from the skill-based theoretical framework proposed by Eshet (2004), this qualitative study aims to answer questions regarding the role of digitalization for education in current times. Moreover, it intends to highlight the importance to integrate the use of technology in Pakistani academia, evaluating the digital literacy of academics. The sample population for the study has been selected from six public sector educational institutions and data is collected from 12 teachers through the interview schedule. The collected data is analyzed by adopting the thematic approach. Findings revealed that teachers need more training to be shifted on the new system of E-literacy