The role of teacher support in the acquisition of digital skills associated with technology-based learning activities: the moderation of the educational level

Abstract

The presence of the technology in the lives of young students does not guarantee that they know how to use it as a learning resource. Likewise, doubts remain about the role of teacher support in the digital literacy of their students. Assuming the moderating capacity of educational level, the aim of this study was to understand to what extent teacher support can determine students’ ability to use technology as a learning resource. In order to respond to this objective, the Model for Developing Effective e-Learners (MDEeL) was used. A multigroup analysis with structural equations and a simple quota sample of secondary education (N = 300) and higher education (N = 300) students in Spain were used. The results showed that the influence of teaching support on basic digital skills associated with the use of the Internet as a learning resource was moderated by educational level. The study provides an approach that allows teacher support for digital literacy to be evaluated in the context of student learning practices.