IMPACT OF TECHNOLOGY INTEGRATION ON STUDENTS' DIGITAL LITERACY SKILLS AT THE ELEMENTARY SCHOOL LEVEL: A QUANTITATIVE STUDY

Abstract

This study investigated the impact of technology integration on elementary school students' digital literacy skills within the public school context of Gujrat District. Grounded in Constructivist Learning Theory, the study evaluated the operational status of technology deployment and its relationship with students’ digital competencies. A quantitative descriptive survey design was adopted. The sample comprised N = 200 elementary level students drawn from Government Girls High School (GGHSS) Channi Deona utilizing convenience sampling. Data collection was executed via a structured 20-item instrument scored on a 5-point Likert scale. Content validity was established through an expert panel consisting of five (n = 5) subject specialists, yielding a Content Validity Index (CVI) of 0.87. Instrument reliability was pre-tested through a pilot study executed on n = 20 students, demonstrating strong internal consistency with a global Cronbach’s Alpha of \alpha = 0.83 (Technology Integration \alpha = 0.82; Digital Literacy Skills \alpha = 0.84). Data were analyzed through descriptive statistics (Mean and Standard Deviation) via SPSS version 26.0. The descriptive findings revealed high moderate baseline levels of classroom technology integration (M = 3.85, SD = 0.62) and students' digital literacy skills (M = 3.78, SD = 0.65). The study concludes that structured, student-focused technology integration supports the development of critical digital competencies at the baseline tiers of schooling. The research recommends strategic institutional investments in digital infrastructure and standardized pedagogical training for faculty members.