Danny Meirawan, S. Saripudin, A. Ana, Indah Khoerunnisa, Asep Suryana
Disruption has been a common phenomenon that has impacted all sectors including education. The development of ICT has caused a shift in behavioural patterns, teaching patterns, performance patterns and changes in facilities so that are able to adjust. Being able to read, count, write and having basic knowledge is not enough, multi-literacy skills are needed to survive; one of which is ICT literacy. This study discusses the description of the availability of infrastructure and motivation possessed by Vocational High School teachers as a determinant factor for increasing ICT literacy. The availability of computers and internet access both at school and at home are identified. A survey with a quantitative approach was chosen as a research method. A total of 173 respondents filled out an online questionnaire provided by the researchers. Respondents were selected randomly. Less than 20% of respondents had limitations in infrastructure both at school and at home. Availability of internet access in certain areas in schools included, computers equipped with internet access for teachers, computer labs with internet access and personal computers special for home use are opportunities to optimize teacher literacy. The motivation that drives teachers to access the internet and content is accessed and discussed in this article. © Primrose Hall Publishing Group.
Universitas Pendidikan Indonesia, Bandung, Jawa Barat, Indonesia; TEDC Politecnic, Cimahi, Jawa Barat, Indonesia
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