User-Centered Research and Design of a K-5 Digital Literacy Curriculum

2019 ◽  
pp. 77-88
Author(s):  
Jennifer Palilonis
Keyword(s):  
Digital Literacy ◽  
Literacy Curriculum ◽  
Research And Design ◽  
User Centered

scholarly journals The five resources of critical digital literacy: a framework for curriculum integration

2014 ◽  
Vol 21 ◽  
Author(s):  
Juliet Hinrichsen ◽  
Antony Coombs
Keyword(s):  
Curriculum Development ◽  
Critical Literacy ◽  
Digital Literacy ◽  
Meaning Making ◽  
Academic Development ◽  
Learning Technology ◽  
Digital Environment ◽  
Critical Perspective ◽  
Literacy Curriculum ◽  
Perspective Drawing

This article sets out a framework for a critical digital literacy curriculum derived from the four resources, or reader roles, model of critical literacy developed by Luke and Freebody (1990). We suggest that specific problematics in academic engagement with and curriculum development for digital literacy have occurred through an overly technocratic and acritical framing and that this situation calls for a critical perspective, drawing on theories and pedagogies from critical literacy and media education. The article explores the consonance and dissonance between the forms, scope and requirements of traditional print/media and the current digital environment, emphasising the knowledge and operational dimensions that inform literacy in digital contexts. It offers a re-interpretation of the four resources framed as critical digital literacy (Decoding, Meaning Making, Using and Analysing) and elaborates the model further with a fifth resource (Persona). The article concludes by identifying implications for institutional practice.Keywords: curriculum development; academic development; digital identity(Published: 31 January 2014)Citation: Research in Learning Technology 2014, 21: 21334 - http://dx.doi.org/10.3402/rlt.v21.21334

scholarly journals Narrative and Design for Wellbeing: A User-Centered Approach

2020 ◽  
pp. 85-107
Author(s):  
Patrick W. Jordan ◽  
Andy Bardill ◽  
Kate Herd ◽  
Silvia Grimaldi
Keyword(s):  
Case Studies ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Service Use ◽  
User Research ◽  
Good Parent ◽  
Customer Care ◽  
Research And Design ◽  
User Centered

The narratives that we have about our lives can affect our wellbeing. The Products and services that we own or use can play a role in these narratives (Jordan, Bardill, Herd and Grimaldi, 2020) – the car that says "I am a success", the toy that says "I am a good parent" or the customer-care that lets me know that "I am not important.” In an exploratory study, 41 undergraduate students described experiences with two different products or services – one that enabled and one that failed to enable a desired narrative. These 82 case studies were analysed to explore concepts relevant to narrative in the context of product and service use. We identify six different ways in which a product or service can enable a narrative, evaluate Jung’s archetypes as a means of narrative classification, and explore the roles of products and users in enabling stories. The implications for user research and design are explored.

Digital Literacy Curriculum in Elementary School

Teknodika ◽  
2021 ◽  
Vol 19 (2) ◽  
pp. 90
Author(s):  
Rizal Kailani ◽  
Rudi Susilana ◽  
Rusman Rusman
Keyword(s):  
Elementary School ◽  
Digital Literacy ◽  
Literacy Curriculum

Digital Literacy in Special Education

2022 ◽  
pp. 524-537
Author(s):  
Patrick R. Lowenthal ◽  
Gina Persichini ◽  
Quincy Conley ◽  
Michael Humphrey ◽  
Jessica Scheufler
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Digital Literacy ◽  
Success Factors ◽  
Human Performance ◽  
Universal Design For Learning ◽  
Literacy Curriculum ◽  
Human Performance Improvement ◽  
Digital Skills ◽  
Design For Learning

Digital literacy is essential for individuals entering college and the workplace. Students with disabilities experience a greater challenge in acquiring the skills necessary to succeed. This chapter explores the disability digital divide, success factors for acquiring digital skills, and the implications of a digital literacy curriculum developed for special education classrooms in Idaho. It demonstrates how leveraging human performance improvement (HPI) models, incorporating universal design for learning (UDL) principles, and supporting classroom teachers resulted in a curriculum to help young people with disabilities to acquire the digital skills they need to be prepared for college and the workplace.

scholarly journals Exploring the Components of Digital literacy Curriculum: EFL and IT Instructors’ Voice

2021 ◽  
Vol 3 (1) ◽  
pp. 25-34
Author(s):  
Shadi Forutanian
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Real Life ◽  
Digital Tools ◽  
Literacy Curriculum ◽  
Digital Curriculum ◽  
Need Analysis ◽  
Curriculum Framework ◽  
Teachers And Students ◽  
Communication Evaluation

Every day we are moving toward digitalization and computerization. In education and especially online learning, we are observing fast developments. The need of a digital curriculum and digital literacy for better teaching and learning is sensible. Thus, a digital literacy curriculum is a necessary tool for teachers and students. This qualitative study explored some components of the digital literacy curriculum based on EFL and IT instructors’ voice. Also, the researchers found digital tools that they used a lot and their purposes behind applying these digital tools. The results show that EFL and IT instructors had focused on production, communication, evaluation of digital skills in cyberspace. Most of them were aware of digital literacy definition and suggested some components of the digital literacy definition components and suggested designing a digital literacy curriculum. Among all digital tools, they used WhatsApp and Bigbluebutton more. Based on all retrieved data, the researchers proposed a digital literacy curriculum framework and identified the need for further study about applying this framework in real life. Doing need analysis before designing a digital literacy curriculum to know students' and teachers' digital talent and awareness is another area that further research should have done. 

scholarly journals Aplicación interactiva para el aprendizaje con evaluaciones en el área de las matemáticas

2021 ◽  
Vol 9 (19) ◽  
pp. 16-31
Author(s):  
Luis Abraham Tlapa García ◽  
Juana Elisa Escalante Vega ◽  
Lorena Alonso Ramírez
Keyword(s):  
Mobile Application ◽  
Development Process ◽  
Ease Of Use ◽  
User Centered Design ◽  
Usability Tests ◽  
Usability Problems ◽  
Support Strategy ◽  
Teaching Learning ◽  
Research And Design ◽  
User Centered

The following document presents the development process of an interactive mobile application, as a support strategy for the teaching - learning process in the area of mathematics, for students of the Educational Experience (EE), Fundamentals of Mathematics at the Faculty of Statistics and Informatics. Using User Centered Design (UCD), which proposes to put the client at the center of research and design, to obtain an application that achieves a user experience (UX), satisfactory, when interacting with the application, allowing greater speed in the completion of tasks, which is simple to learn and intuitive, this to increase its pleasure and ease of use for the beneficiary, obtaining these results with usability tests to the application. All this because currently many applications are known as support in the area of mathematics, which have usability problems obtaining a bad UX. This work follows a user-centered methodology to create usable applications and a good UX for university students in the area of mathematics.

scholarly journals Digital literacy curriculum management in kindergarten

2021 ◽  
Vol 16 (5) ◽  
pp. 2115-2136
Author(s):  
Muniroh Munawar ◽  
Fakhruddin Fakhruddin ◽  
Rodiyah Rodiyah ◽  
Titi Prihatin
Keyword(s):  
Digital Literacy ◽  
Group Discussion ◽  
Literacy Education ◽  
Curriculum Management ◽  
Literacy Curriculum ◽  
Literacy Teaching ◽  
Digital Era ◽  
Education Needs ◽  
Teachers And Parents ◽  
Literacy Implementation

Education needs to formulate a curriculum that suits the digital era, especially in terms of digital literacy and cyber wellness. This research was conducted to get an overview of digital literacy curriculum management in kindergarten. A total of 122 kindergartens were purposely selected to take part in a survey of this study. Of the 122 kindergartens, 27 kindergartens have integrated digital literacy education in schools, while 95 kindergartens have no integrated digital literacy education in schools. Then, the 27 kindergartens joined a focus group discussion and the results showed that there were six valid and reliable indicators to evaluate the implementation of digital literacy curriculum management in kindergarten, they are: 1)availability of digital infrastructure; 2) competence of managers and teachers in digital literacy; 3) curriculum objectives related to mastery of  basic digital literacy competencies in children; 4) digital literacy implementation in school (children’s learning experiences); 5) digital literacy teaching materials and strategies in schools and 6) parental involvement in curriculum development. In addition, there is a need for a technology integration development module in kindergarten classes that can become a guide for teachers and parents when using digital technology with children.   Keywords: Curriculum, management, digital, literacy, kindergarten.

Curriculum Development: Preservice Teachers’ Perceptions of Design Thinking for Understanding Digital Literacy as a Curricular Framework

2018 ◽  
Vol 198 (3) ◽  
pp. 202-214 ◽  
Author(s):  
Kate Shively ◽  
Jennifer Palilonis
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Curriculum Development ◽  
Digital Literacy ◽  
Design Thinking ◽  
First Year ◽  
Literacy Curriculum ◽  
Teachers Perceptions ◽  
Curricular Framework

This study examines design thinking (DT) as a strategy to develop K-3 digital literacy curricula. This article chronicles first-year, preservice teachers’ (PSTs’) perceptions using DT to explore an often-misunderstood curricular framework, digital literacy. The participants employed DT as a strategy for developing digital literacy curriculum. Findings discussed in this article explored PSTs’ perceptions of DT and how the strategy helped or hindered their understanding of digital literacy as an elementary curricular framework. This study calls for further investigation regarding DT as a strategy for curriculum development early in teacher preparation.

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