INTRODUCTION

In this globalized world, the landscape of the 21st century is inextricably linked to

the pervasive presence of social media. Which is accessed through devices like

smartphones, tablets, laptops, and computers, as individuals seamlessly integrate social

media platforms into their daily lives. Notably popular social media websites and apps

such as Facebook, Instagram, Tik-Tok, Twitter, YouTube, WhatsApp, Messenger, and

Telegram have become deeply woven into the fabric of society. The effect of these

digital social media on 21st century students has brought the attention of researchers and

is the focal point of this research, as their effects on the educational landscape is

undeniable. The interconnectedness and information-sharing nature of these platforms

pose both opportunities and challenges, fundamentally shaping the education and

learning behaviors of 21st century students.

These days, students cannot be separated from social media. Every student can

make and use multiple accounts on different social media platforms. Social media has

become a primary need for students, but it also has a significant impact. According to

Abbas, J. et al. (2019), the effects of social media use among students are multifaceted,

with studies revealing both beneficial and detrimental impacts on various aspects of

student life, including learning behavior, engagement, mental health, and academic

performance. Their study showed that social media usage in Pakistan negatively affects

students’ learning behavior for sustainable education, outweighing the positive aspects.

Raganta (2021) also noted that social media’s impact on students is a double-edged

sword, leading to dependency on gadgets and a loss of face-to-face interactions.

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However, studies show that it can both enhance learning and engagement while also

harming mental health and academic performance.

For instance, according to Yohanna, A. (2018), social media positively and

negatively influences student interactions at the Faculty of Social and Political Sciences,

Universitas Airlangga. In Saudi Arabia, Alshiah, A. and Alualami, L. (2022) revealed

that while social media serves as a valuable tool for Imam Abdu Man Bin Faisal

University students, fulfilling their needs for escapism, social connection, self-

expression, and intellectual growth. However, the excessive use of social media can

hinder their academic performance. Therefore, implementing time management

strategies, potentially through specialized apps, is crucial for responsible usage.

Furthermore, social media presents a powerful opportunity for learning and skill

development. Fostering a positive attitude towards its integration into classroom

activities can encourage educators to adopt it, unlocking potential benefits for both

educators and students. This necessitates exploring how social media can enhance the

learning experience while ensuring responsible usage for optimal outcomes.

In the Philippine context, it has been a common observation that many

elementary, secondary, and university students are deficient in the necessary productive

English vocabulary needed to cope with the challenges of their academic loads, Calub &

Calub. (2017). Due to the progress of technology and the idea of education in the 21 st

century, which emphasizes communication, collaboration, critical thinking, creativity,

and the use of technology, learning is no longer limited to the confines of the classroom.

The internet has proved as a valuable tool for educators, and social media and

networking sites have gained popularity among educators, especially in the field of
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language learning. This is primarily because students dedicate a significant amount of

time to social networks. Domingo, D. & Aguillon, H. (2021) stated that students

perceive social media as contributory and effective applications for the enhancement of

language and vocabulary skills due to the media’s accessibility, universality, ease of use,

multimodality, general appeal, and its role in lowering communication anxieties.

With these findings, educators are encouraged to explore the possibility of using

social media platforms, particularly Facebook, as instructional media for teaching

vocabulary. College students has now a way in exchanging information virtually through

these social media apps. With the incorporation of Facebook as an instructional tool in

education during the COVID-19 pandemic proves advantageous to both learners and

educators. However, it is important to note that excessive use of social media can be

distracting to students, potentially diverting their focus from reviewing their school

lessons. Research has shown that frequent use of Facebook may have adverse effects on

students’ academic performance.

Boholano, H. B, & Cajes, R. (2021) Stated that social media serves as the

Internet for the majority of Filipino online users and Facebook is currently the most

popular social networking website. The popularity of Facebook along with other social

media networks has prompted researchers and educators to investigate its possible

effects on academic and non-academic outcomes among selected 21 st century students in

Bicol College. This is particularly relevant in the Philippines, which leads the world in

terms of time spent on social media (Camus, 2017).

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By integrating Information and Communication Technology along with social

media platforms into the teaching process, as well as embracing innovative approaches

and methodologies, it is possible to enhance students’ proficiency in writing (Bakeer,

2018). The implementation of The National Framework Plan for ICTs in Basic

Education acknowledges the utilization of ICTs as instruments to amplify information

literacy, critical thinking, problem-solving, and cooperative and collaborative learning.

With the aspiration of establishing an educational system that employs ICTs to shape

students into active life-long learners who possess strong moral values, are productive,

and exhibit responsibility, the ICT4E Strategic Plan of the Department of Education

(DepEd). (1) National ICT Competency Standards (NICS) – 2006, The main objective

of this framework is to produce 21st century digital citizens that can use ICT and digital

tools confidently, responsibly, and ethically as the Philippines recognized the importance

of digital literacy and competence for its citizens in navigating the 21 st century as several

frameworks have been developed and adopted to address areas like information literacy,

communication and collaboration, digital content creation, and online safety, tools. (2)

DepED Memorandum No, 274, s. 2008, also known as the 2008 ICT4E Strategic Plan,

was developed by the Department of Education (DepEd) in the Philippines.

This initiative aimed to incorporate Information and Communication Technology

(ICT) into the field of education, encompassing all levels of learning. The CHED

Memorandum Order (CMO) No. 04, series 2020, entitled "Guidelines on the

Implementation of Flexible Learning," delineates flexible learning as the

conceptualization and implementation of educational programs and interventions that

cater to the distinct requirements of students in terms of pace, process, location, and
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outcomes of learning. As per CHED, flexible learning serves as a mechanism to ensure

the continuity of all-encompassing and accessible education in situations where the

utilization of traditional teaching methods is rendered impracticable, such as during

instances of national emergencies. Consequently, flexible learning extends a degree of

adaptability to students regarding their learning pace, location of study, access to

educational resources, content coverage, and mode of instructional delivery.

The objective was to acknowledge the capabilities of technology in education,

emphasizing its commitment to fostering lifelong learning and the ability to access

education at any time and place. The ultimate ambition was to empower students to

become flexible learners throughout their lives, with ICT serving as a pivotal component

in the development of a novel and enhanced approach to teaching and learning. A study

by Escobin et al. (2022) explored the self-efficacy of educators and school heads in

public schools in the Philippines when using social media for distance learning during

the COVID-19 pandemic. The research revealed that social media has the potential to be

an effective tool for engaging in distance education. However, educators and educational

administrators must receive additional support and training to utilize it effectively.

Aside from the rapid changes brought about by technology, the unanticipated

global health crisis has necessitated heavy reliance on the internet and social media,

further contributing to the evolution of the English language (Kreuz, 2020). It has been

observed that younger students and those who spend more time online possess a higher

average level of competence in verifying the authenticity of social media pages.

Conversely, postgraduate students exhibit better skills in differentiating between facts

and opinions in arguments. Interestingly, as stated by Fajardo, M. F. (2023), students

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residing in the Masbate province consistently demonstrate lower mean scores in author-

checking and fact-checking. As the Department of Education (DepEd) in Bicol (2022)

reminded all public schools officials and personnel to be extra cautious in using social

media and online communication platforms. Sadsad, G. (2022) a DepEd-Bicol regional

director, in a statement, emphasized that DepEd employees, as civil servants, are bound

to use social media responsibly, aligned with the provision of RA 6713 or the Code of

Conduct and Ethical Standards of Public Officials and Employees. The official provided

guidance to all employees of the Department of Education (DepEd) in the Bicol region,

emphasizing the importance of adhering to fundamental and accountable practices when

utilizing social media. These practices include diligently fact-checking and verifying

information obtained from online platforms, as well as ensuring that any online posts

contribute to the promotion of respect and trust towards the department.

Hence, the goal of this study is to mitigate the effects of social media in the

academic performance and well-being of the students and instead take advantage of it to

empower all individuals involved in blended learning classrooms and utilize the

influence of social media as a guide for 21 st century students, providing them with

explicit instructions, suggestions, and resources to effectively navigate social media

within their learning experiences. Additionally, it aims to equip educators with the

knowledge and tools necessary to advocate for initiatives that promote and facilitate the

integration of social media, including optimal approaches and tactics to make use of

social media into their curriculum. By addressing concerns and demonstrating the value

of social media in blended learning, this study aims to provide better opportunities for

enhanced student engagement, collaboration, and overall learning outcomes.

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Objectives

The study entitled "The Effects of Social Media on the Academic Performance

and Well-Being of Student of Bicol College Students: A Case Study" aims to discuss the

impact of social media on the learning habits and well-being of the selected learners of

the 21st-century at Bicol College Inc, Daraga, Albay. This study will answer the

following objectives;

1. Determine the kinds of social media used along;

1.a. Academic performance

2.b. Well-being

2. Identify the effects of social media on academic performance and well-being,

3. Provide recommendations and strategies to address the effects of social media in

improving the learning habits of the students.

Assumptions

The following are the enumerated assumptions of the study:

1. The kinds of social media used along with the learning habits and well-being were

determined

2. The effects of social media on learning habits and well-being were identified.
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3. The researcher’s recommendations and strategies to improve the learning habits and

well-being of the students were formulated.

Literature Review

Effects of social media

As stated by Nurudeen, M. et al. With the arrival of smartphones and fourth

generation mobile technologies, the effect of social media on society has stirred up some

debate and researchers across various disciplines have drawn different conclusions.

Social media provides university students with a convenient platform to create and share

educational content. However, social media may have an addicting effect that may lead

to poor health, poor concentration in class, poor time management and consequently

poor academic performance.

Furthermore, according to Yalalem, A. et al. (2023) revealed that the social media

usage has been rapidly increased in higher education and engaged students would

benefit from using social media since it enables them to study from a variety of sources,

enhancing their comprehension and mastery of the subject.

Damota, M. (2019) asserts that social media has both positive and negative

effects on society, with positive outcomes like socialization, communication, and

enhanced learning opportunities, but also negative ones like depression, anxiety, and

bullying.

Similary, Chen, M., & Xiao, X. (2022) stated that social media use can have

both positive and negative effects on students’ emotional well-being, including stress,

anxiety, and depression.

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According to Raganta, I. et al. (2021), the use of social media among high school

students in Lupao District, Nueva Ecija, has a both positive and negative effect. The

researchers discovered that using social media is useful for maintaining connections with

family and friends. However, it may also lead to dependence on gadgets and reducing

face-to-face interaction with parents and relatives. Similarly, Racasa, A., & Vargas, D.

(2021) emphasize that using social media sites for communication with distant families,

such as overseas foreign workers (OFW) family, has both positive and negative effects,

with the strength being easy phone access but also posing challenges like

misunderstanding tone and difficulty in using.

Keles, B. et al. (2019) comments that social media use, including the time spent,

activity, investment, and addiction, is positively correlated with the emotional state of an

individual like: depression, anxiety, and psychological distress.

As Ocstic, D. et al. (2021) asserts that social media use has a positive indirect

impact on psychological well-being, mainly due to the positive effects of bonding and

bridging social capital. They concluded that social media use contributes positively to

psychological well-being through these mechanisms.

On the other hand, based on the study of Özsat, K., Işıktaş, S. & Şenol, H.

(2022), while individuals can determine their own boundaries in virtual environments

and develop relationships more easily away from social anxiety, it is seen that when they

feel any difficulty or pressure in real life, they may have difficulty coping with it, they

may feel lonely and they can direct to the virtual environment again in order to eliminate

their feelings of loneliness. When the factors that cause the formation of social media

addiction are examined, it is clear that the feeling of loneliness is an important factor and
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that social media addiction has many negative effects on individuals, especially virtual

environment loneliness.

Relationship between Learning habits and social media

In spite of the benefits associated with the use of social media for academic

purposes, it is observed that many students, teachers/lecturers have not been fully

exploring these advantages to improve the academic performance of their students.

Kutu, I. F., Olajide, O., & Kutu, J. O. (2022). In Williams, R. (2021) discussed how

social media and interactive gadgets affect schools. They mentioned that while these

technologies offer opportunities, they also bring challenges and worries for teachers.

Students often use smartphones, texting, and the internet, therefore, schools need rules to

handle any problems that might come up.

However, Saleh (2020) confirms that social media platforms offer students

opportunities for communication, lifelong learning, and access to distance education, e-

learning resources, and online libraries.

Ariantini et al. (2021) mentioned that integrating social media into English

language learning yields numerous benefits, including improvements in students'

language skills, vocabulary, grammar, pronunciation, spelling, motivation, as well as

fostering creative and critical thinking abilities.

On the other hand, Keles et al. (2019) conducted a systematic review,

establishing a positive correlation between adolescent social media use—comprising

time spent, activity, investment, and addiction—and the prevalence of depression,

anxiety, and psychological distress.

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Social media can lead to a reduction in children’s academic, social, and cognitive

skills, obesity, and low critical, creative, and reflective thinking skills. Dilci, T., &

Eranil, A. (2019).

However, in the local context, according to the research conducted by Cabillon,

M. (2023) found that social media usage significantly contributes to language learning,

particularly in terms of enhancing students' self-efficacy in english language skills

among senior high school students in Davao City, Philippines.

Dimacangun, F., & Guillena, J. (2023), stated that social media has a positive

influence on the academic, socialization, entertainment, and informative experiences of

Filipino Junior High School students. However, their study found no significant

correlation between the usage of social media and academic performance. On the other

hand, Esman, E., Madrigal, D., & Mascuñana, C. (2021) discovered that there is a slight

positive significant relationship between social media exposure and english writing

proficiency in Grade 11 students in Philippine public high school.

Kinds of social media in Learning

Santos, K., & Ilustre, R. (2022) emphasized the effectiveness of social media

platforms like Facebook as pedagogical tools for communication, collaborative learning,

and language acquisition extension, particularly in improving writing skills and

developing vocabulary.

Furthermore, the present study of Mahdiuon, R. et al. (2020) examines the effect

of the adoption of Telegram on academic engagement and performance of graduate

students in two Iranian universities. There was a positive and significant relationship
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between educational use of Telegram and student engagement. Educational use of

Telegram affected academic performance in a mediating role of student engagement.

Student engagement in the process of education and learning has been significantly

related to their academic performance.

Based from the study of Balamurugan and Thanuskodi (2019), university

students in Tamil Nadu exhibit a growing inclination towards using social media

platforms for academic purposes. While Google remains a popular tool for accessing

information online, there is a rising trend of utilizing social media for specific academic

information. Social media platforms have become akin to a new Google, enabling users

to create dedicated groups for detailed discussions across various fields of study. These

platforms offer opportunities for both one-on-one interactions and broader dissemination

of insights, thereby enhancing mastery over subjects. The primary users of social media

for academic purposes are students, who benefit from the unlimited access and the

ability to focus their time and attention on expanding their knowledge.

In opposition, Calunsag, C. & Calunsag, C. (2023) found that heavy social

media use not related to academics, can lead to worse performance in class for students

in Zamboanga del Norte, Philippines. Students perceive social media platforms,

particularly Facebook as effective tools for enhancing their language and vocabulary

skills in the context of language learning. Students’ perception of these social media

platforms is attributed to the accessibility, universality, ease of use, multimodality,

general appeal, and its ability to reduce communication anxieties related to social media

platforms. Domingo, D., & Aguillon, H. (2021).

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Nanquil, L. (2020) believes that social media platforms such as Facebook have

the potential to enhance english fluency and provide valuable information. By using

Facebook, it had proven that it is beneficial for Philippine College students as it helps in

their English language learning and expand their intellect and allow them to access to

valuable information.

Malik, A., Heyman-Schrum, C., & Johri, A. (2019) mentions that Twitter is a

useful tool for education due to its accessibility, novelty, and real-time format, enhancing

communication, learning, and engagement in both formal and informal settings.

Theoretical Framework

This study is anchored to 2 theories that serves as the foundation of this study,

the researchers used 2 main theories and are shown in Figure 1. The researchers

incorporated key theoretical perspectives to guide the exploration of how social media

usage influences student outcomes. The first theory underpinning this study is Uses and

Gratification theory.

Uses and Gratification theory

Coined in early 1940 and underwent a revival on 1970s. The formal use of came

from Katz and Blumler (1974), according to Katz and Blumler “Uses and gratifications

focused on the social and psychological origins of needs which generate expectations of

the mass media or other sources which lead to differential patterns of media exposure (or

engagement in other activities) resulting in need gratifications and other consequences,

perhaps mostly unintended ones”.

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The theory posits that individuals have diverse motives for media consumption

and that understanding these motives is essential for comprehending how media use

influences behavior, attitudes, and outcomes. Ahmed, S. I., & Zia, A. (2022)

Katz and Blumler emphasized several needs for media consumption that is

classified into five: (1) Cognitive needs: the use of media in order to acquire.

information and knowledge (2) Affective needs: use of media in order to seek pleasure.

(3) Personal integrative needs: use of media to acquire credibility, reassure self, and

boost self-esteem. (4) Social integrative needs: use of media to connect with family and

friends. (5) use of media as an outlet to release pent-up emotion and provide relief.

The first theory helps the researchers to explore and assist on indicating the first

objective of the study: to determine the kinds of social media used and analyze the

patterns and frequency of social media usage among Bicol College students, the reasons

behind student's choice of social media and to shed light the reason of student's actively

engaging with social media platforms to fulfill specific needs and gratifications.

Media Dependency Theory

The second theory is the theory by Sandra, B., K. and Melvin, D. (1976). Media

Dependency Theory, a study of the effects of mass media on audiences and of the

interactions between media, audiences, and social systems.

The Media Dependency Theory assumes that individuals and communities

depend on media for various needs, such as information, entertainment, and social

connection, the main focus of this theory is the relationship of media and the audience,
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this theory stress that the more dependent an individual is on the media for having his or

her needs filled, the more important the media will be to the person.

Sandra, B., K. and Melvin, D. (1976) stated that there are three types of effects

that could result from an audience’s dependency on the media:(1) cognitive, (2)

affective, and (3) behavioral.

Cognitive effects brought by the media are it is influenced in audience's behavior,

beliefs, attitudes, and values. Affective effects of the negative contents in media that the

audience is exposed to, that could potentially inflict fear or anxiety and affect audience's

morale. Behavioral effect is categorized into two, the "activation" and the "deactivation".

Activation is the actions media audience would have not taken if it were not to the

media. While deactivation refers to the actions of media audience would have refrain

from if not for the influence of the media.

The Media Dependecy Theory helps the researchers postulate how social media

could be a variable on students change, specifically in their academic performance and

well-being.
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“THE EFFECTS OF SOCIAL MEDIA ON THE ACADEMIC PERFORMANCES

AND WELL BEING: A CASE STUDY OF BICOL COLLEGE STUDENTS”

SOCIET MEDIA
Y

AUDIENCE

USES AND GRATIFICATION THEORY

(Katz, Blumler, 1974),
“Uses and gratifications theory discusses the social and
psychological origins of needs which generate expectations
of the mass media or other sources which leads to
differential patterns of media exposure resulting in need
gratifications and other consequences, mostly unintended

MEDIA DEPENDENCY THEORY

(Sandra, B., K. and Melvin, D, 1976).
"Individuals and communities depend on media for various
needs, such as information, entertainment, and social
connection, this theory stress that the more dependent an
individual is on the media for having his or her needs filled,
the more important the media will be to the person"

EFFECTS
(Cognitive, Affective, Behavioral)
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Conceptual Framework

The concept of this study entitled "The Effects of Social Media on the Learning Habits

and Well-Being of the Students in Bicol College", is shown in Figure 2. The system

approach (Input-Process-Output system) or CIPP model was used in describing the

conceptual framework of the study. The CONTEXT states the title of this research study

which is mentioned above and the legal basis. The INPUT specifically enumerates the

objectives of this research study: (1) Determine the kinds of social media used along;

1.a. Learning Habits, 2.b. Well-being; (2) Identify the effects of social media on learning

habits and well-being; (3) Infer the relationship between the social media used in the

habits and well-being; (4) Provide recommendations and strategies to address the effects

of social media in improving the learning habits of the students. The PROCESS shows

formulation of the action plan, the analysis and interpretation of data from the

respondents using the research instrument, such as: (1) Request for approval to conduct

survey questionnaire, (2) Distribution of survey questionnaires to obtain students'

responses on the conducted issue, (3) Compilation of answer sheets in a formal and

confidential manner to ensure the absence of complications, (4) Tabulation of data

results for analysis of the study's final findings. The PRODUCT consists plans on

recommendations or strategies that could help or mitigate the effects of social media on

the academic performances and well-being of the Bicol College students. A feedback

loop is incorporated that will serve in guiding the refinement of input, process, and

output.
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"THE EFFECTS OF SOCIAL MEDIA ON THE ACADEMIC

PERFORMANCES AND WELL-BEING; A CASE STUDY OF BICOL
COLLEGE STUDENTS"

1. Determine the kinds of social media used and analyze the

patterns and frequency of social media usage among Bicol
College students.
2. Identify the relationship of social media use on academic
performance and the health outcomes on the well-being of the
students of Bicol College Inc, Daraga, Albay.
3. Provide recommendations and strategies for promoting
responsible social media usage and supporting students in
maintaining a healthy balance between online and offline

1. Request for approval to conduct survey questionnaire

2. Distribution of survey questionnaires to obtain students'
responses on the conducted issue
3. Compilation of answer sheets in a formal and confidential
manner to ensure the absence of complications
4. Tabulation of data results for analysis of the study's final
findings.

1. Provide recommendation and strategies to address

the challenges or opportunities that may arise in
students' academic performance and well-being in
using social media.
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FEEDBACK
Significance of the Study

The study on the effects of social media on academic performance and well-

being among Bicol College students holds significant implications for various

stakeholders. The study aims to give significance to the following:

Students. This study provides valuable insight and awareness how social media

use can affect their lives. This study helps students to make logical and responsible

decisions about their social media use for improved academic performance and overall

well-being.

Educators. Educators can use this study as a tool to understand the effects of

social media in order to develop interventions and support the students may receive due

to social media use. Additionally, incorporating the insights in this study, they can tailor

it to their strategies to create more conducive learning environment that resonates with

students' digital habits.

Family. This study can raise awareness to the potential effects of social media

usage on their children's academic performance and well-being. Furthermore, families

can use the findings to guide their children in using social media responsibly that will

promote healthy digital habit that

Administration. This study findings can help administrators provide

opportunities for professional development for faculties and staff on integrating digital

literacy. Moreover, it can inform the aminitration regarding social media use where they
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can allocate support in managing students' environment that fosters positive digital

citizenship and holistic student development.

Commission on Higher Education (CHED). Using the findings of this study,

this can serve and assist (CHED) as an informational leverage to proactively address and

support thew challenges thae students may face that is associated depending on the

social media usage, enabling them to make a supportive and inclusive learning

environment that fosters positive digital citizenship.

Community. By understanding the findings of the study, the community can

collaborate with educational institutions, families, and other stakeholders to support

students in navigating the digital landscape responsibly and promoting positive online

behaviors. The community can serve as a catalyst and work in propagation of

information with other community members, creating an informed environment that

prioritizes the academic success and holistic well-being of its youth.

Researchers. The study assists and informs the current researchers contributing

to their knowledge improving their insights toward the relationship of using social media

to the students' academic performance and well-being as they are students who use

social media.

Future researchers. This study can serve as a tool and assist to fill the gaps of

existing literature and use the findings to broaden their knowledge and contribute to the

collective knowledge in the field, using the information and findings; this study can be

used for reference material to answer the questions for the same subject matter.

Definition of Terms
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In order to make the study more understandable, the list of the following key

terms is given in the conceptual and operational definition and descriptions.

Effects. The result of a particular influence (Cambridge Dictionary, 2024). In this

study, effect refers to a change that results when something is done or occurs.

Social media. A form of mass media communications on the Internet, users can

share information, ideas, personal messages, and other content (Britannica, 2024). In this

study, social media serves as two-edged factor to students lives.

Academic performance. Academic performance is defined as the student's

ability to do and complete academic assignments, and it is assessed using objective

criteria such as final course grades and grading point average Al Matalka, M., & Al

Dwakat, M. (2022). Based in this study, academic performance specifically refers to the

classroom achievements of Bicol College students.

Well-being. The state of being happy, healthy, or prosperous. (Merriam-Webster,

2024). In this study, well-being refers to the state of physical, mental, and emotional

well-being of the students.

Technology. Technology is the application of scientific knowledge to the

practical aims of human life or, as it is sometimes phrased, to the change and

manipulation of the human environment. (Cambridge Dictionary, 2024). In this study,

technology refers to the tools or hardware’s used to access internet and social medias.

App. An application designed for a mobile device (Meriam-Webster, 2024). In

this study, app refers to the social media platforms downloadable.

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Website. A set of pages of information on the internet about a particular subject,

published by a single person or organization. (Cambridge Dictionary, 2024).

ICT. Information and Communication Technologies (ICT) is a “Diverse set of

Technological tools and resources used to communicate, and to create, disseminate, store

and manage information Sharma, V. K. (2010). Based in this study, ICT refers to the

digital tools used to develop digital literacy.