A Study on the Principles of Teaching and Learning for Visual Culture and Digital Literacy Education

2021 ◽  
Vol 22 (3) ◽  
pp. 1-24
Author(s):  
Ji-Hyun Sohn
Keyword(s):  
Visual Culture ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Education

Teachers’ intention for digital literacy education: Effects of school support

2020 ◽  
Vol 20 (15) ◽  
pp. 139-161
Author(s):  
Hae June Kim ◽  
Jisoo Choi ◽  
Ji Young Lim ◽  
Kyu Yon Lim
Keyword(s):  
Digital Literacy ◽  
Literacy Education ◽  
School Support ◽  
Education Effects

scholarly journals An assessment of the interplay between literacy and digital Technology in Higher Education

2021 ◽  
Author(s):  
Shahrokh Nikou ◽  
Milla Aavakare
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Literacy Skills ◽  
Intention To Use ◽  
University Staff ◽  
Willingness To Use ◽  
The Impact

AbstractDigital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the challenge. Due to the current pandemic situation, higher education environments are all now forced to move away from traditional teaching and learning structures that are simply no longer adaptable to the challenges of rapidly changing educational environments. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial least Squares (PLS) to examine the impact of information and digital literacy on 249 Finnish university staff and students’ intention to use digital technologies. The findings show the complex interrelationship between literacy skills and digital technologies among university staff and students. The results illustrate that information literacy has a direct and significant impact on intention to use; while, unlike our expectation, digital literacy does not have a direct impact on the intention to use. However, its effect is mediated through performance expectancy and effort expectancy. The authors suggest that to understand the changes that are taking place in higher education environment, more attention needs to be paid to redefining policies and strategies in order to enhance individuals’ willingness to use digital technologies within higher education environments.

scholarly journals Assessment Process in Teaching and Learning English in the Midst of Covid-19 Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 56-64
Author(s):  
Ni Nyoman Diah Werdiyanti
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Virus Disease ◽  
Summative Assessment ◽  
Assessment Process ◽  
Self Assessment ◽  
High School English ◽  
Final Project

The spread of Corona Virus Disease (COVID-19) made changes in education sector. The teaching and learning process change from blended learning into fully online learning. All the instructions are conducted fully online even the assessment, the important role in teaching and learning process, both the formative and summative assessment. The design of this study was Basic Interpretative Study. This study aimed to investigate the methods used by teachers in conducting the assessment as well as the challenges in doing assessment in fully online learning situation. High School English teachers were chosen to be the subject of this study. The results showed that teachers used E-portfolios, Self-assessment, and teachers’ feedback as the formative assessment and final test and final project as the summative assessment. However, teachers also found some difficulties in doing assessment in today’s online learning. Thus teacher were expected to enrich their assessment and digital literacy by joining seminar(s) or training(s).

scholarly journals Analysis of the Value and Advantages of Financial Literacy and Digitalization to the Individual

2021 ◽  
Vol 2 (2) ◽  
pp. 141-152
Author(s):  
Afzal Sayed Munna ◽  
Rehana Khanam
Keyword(s):  
Financial Literacy ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Research Study ◽  
Opportunity To Learn ◽  
Financial Capability ◽  
Management Level ◽  
History Of ◽  
Digital Knowledge ◽  
The Individual

Digital literacy is the ability to analyse, evaluate and create a teaching and learning media which enables adults and youth to understand complex communication, Aufderheide (1993). Therefore, this research study has examined how digital knowledge could provide an opportunity to learn financial capability. Fintech has transformed the history of the financial sectors and places an individual at significant advantages. However, Bankers, Teachers, Information Technology (IT) professionals and university students were selected for the research study from Bangladesh and England. Interviews were conducted with management level professionals. Survey and test questionnaires were developed and randomly directed to other participants to measure their financial and ICT knowledge. The research findings have found that present financial decision making, and the growth of assets depends on an individual adult’s financial capability.

scholarly journals SOME OBSERVATIONS ABOUT TEACHING MEDIA LITERACY

World Science ◽  
2020 ◽  
Vol 3 (4(56)) ◽  
pp. 4-9
Author(s):  
O. Vysotska ◽  
S. Vysotska
Keyword(s):  
Media Literacy ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Literacy Education ◽  
Media Education ◽  
Successful Implementation ◽  
The West ◽  
Effective Media ◽  
Development Approach

The article highlights the civic/ role of media education that should be taught at schools and universities as a tool for educating responsible and active citizens. It emphasizes that media literacy education should be addressed in primary-secondary-tertiary education level curricula and presents examples of successful teaching and learning practices in the West which are based on competence development approach and active critical engagement of students with media. The article offers for consideration some ways to address disinformation in the classroom, analyzes conditions that make successful implementation of effective media education as well as the challenges media education experiences in Ukraine.

scholarly journals Meeting Drug Information Needs of Adolescents

2021 ◽  
pp. 95-106
Author(s):  
Ross J. Todd
Keyword(s):  
Teaching And Learning ◽  
Information Needs ◽  
Drug Information ◽  
Literacy Education ◽  
School Libraries ◽  
Process Information ◽  
Knowledge And Attitudes ◽  
Teacher Librarians ◽  
Drug Free

Drugs are an important life concern of adolescents, yet statistics show alarming and disturbing increases internationally in drug abuse. This paper reports on research that examines how adolescents cognitively process information about drugs. It explores why they chose and rejected information, and how they put it to use. The findings have important implications for the role of school libraries in the provision of drug information, the teaching and learning process, information literacy education, as well as for the role of teachers and teacher-librarians in shaping the knowledge and attitudes of adolescents toward a drug-free lifestyle.

scholarly journals Critical Digital Literacy: Technology in Education Beyond Issues of User Competence and Labour-Market Qualifications

2019 ◽  
Vol 17 (2) ◽  
pp. 221-240 ◽  
Author(s):  
Holger Pötzsch
Keyword(s):  
Media Literacy ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Technology In Education ◽  
Present Contribution ◽  
Digital Capitalism ◽  
Technology In Teaching ◽  
Knowledge Competencies ◽  
Structural Aspects

The present contribution conducts an intervention in the study and practice of digital and media literacy. After reviewing key tenets of recent debates, I advance a specific understanding of the concept – critical digital literacy – that, as I argue, comprehensively addresses issues of knowledge, competencies, and skills in relation to digital technologies. In particular, I posit that critical thinking about educational and other values of ‘the digital’ needs to take structural aspects of the technology into account that are often eschewed in instrumental or commercially-driven approaches. To prepare pupils for their future lives requires a widest possible contextualisation of technology, including issues of exploitation, commodification, and degradation in digital capitalism. Finally, I make concrete suggestions for constructive uses of technology in teaching and learning.

scholarly journals Factors affecting the implementation of information literacy education in Malaysian primary schools

2021 ◽  
Author(s):  
◽  
Saidatul Akmar Ismail
Keyword(s):  
Information Literacy ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Research Problem ◽  
School Curriculum ◽  
Literacy Education ◽  
Training System ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Social And Cultural Factors

<p>Information literacy (IL) is one of the 21st century survival skills. The concept of IL has spread widely, and IL programmes have appeared in many countries in formal settings such as schools and higher education institutions, workplaces, and community and continuing education programmes. Information literacy education (ILE) in Malaysia is officially integrated into the school curriculum. Though the Malaysian government claims that IL has been implemented in the country’s education system, anecdotal evidence suggests that the extent of ILE is uneven across schools.Thus, the goal of this qualitative study has been to identify the factors affecting the implementation of ILE in Malaysian primary schools and to explore how these factors are facilitating or hindering the process.  The first stage in the research was to develop a preliminary model based on three theories: Hall and Hord’s Concerns Based Adoption Model (CBAM), Chen’s Action Model and Fullan’s Theory of Educational Change. CBAM provided a guide to identify the stages of implementation and factors that could affect ILE implementation within schools. The other two theories were used to identify and understand potential factors internal and external to the school ecology. Also incorporated into the model were other factors identified from the literature, such as teachers’ lack of time and resources. The interpretive paradigm was chosen in order to produce deep insights into the research problem. To explore how ILE was being implemented and to identify factors that were facilitating or hindering its implementation, case studies were conducted involving four primary schools of different types in Malaysia. Documentary evidence was gathered and semi-structured interviews were conducted with staff in these schools and with key stakeholders in education administration.  Analysis of the transcripts of the interviews showed that the development and progress of ILE implementation is slower than might be expected. Hence, a range of factors hindering and facilitating ILE implementation have been identified. Most interviewees had positive attitudes towards ILE. They believed that ILE was important and had the potential to make teaching and learning activities more engaging and fun. The interviewees however also reported that there were problems in implementing ILE. These problems were associated with individual, organisational, social and cultural factors. It was also noted that there were different priorities accorded to ILE implementation in the case study schools. This was related to the different linguistic settings.  Findings from this study are significant to reorient the education and training system in the country so that students are able to develop the knowledge, skills and expertise essential to fully participate in today’s digital environment. Findings also provide insight into ILE implementation in different social and cultural contexts, so contribute new perspectives to existing, Western dominated theory.</p>

Teaching and Learning 21st Century Skills for Life

2019 ◽  
pp. 365-378
Author(s):  
Joseph Ezale Cobbinah ◽  
Emmanuel Adjei-Boateng
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
21St Century Skills ◽  
Global Economy ◽  
Teaching And Learning ◽  
Current Knowledge ◽  
Educational Institutions ◽  
Job Market ◽  
Education Delivery ◽  
The Way

The acquisition of 21st century skills through teaching and learning has become one of the greatest challenges facing education delivery in recent times. In the light of that, this chapter examines 21st century skills and how students could acquire these skills to become well integrated in the current knowledge and global economy. Further, this chapter examines the need to prepare students to acquire 21st century skills and competencies, so that they become relevant and well equipped for the current job market. Digital literacy and its importance to students are also explored as part of the relevant 21st century skills. This could be done through comprehensive restructuring of many schools' curriculum and modification of the way teachers teach and how students are assessed in educational institutions.

Technology Integration in Digital Learning Environments

2018 ◽  
pp. 165-184
Author(s):  
Irene Mwingirwa Mukiri ◽  
Bonface Ngari Ireri
Keyword(s):  
Technology Integration ◽  
Learning Environments ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Learning ◽  
Girls In Science ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
And Mathematics ◽  
Digital Learning Environments

Digital literacy indisputably plays a momentous role in our future lives (Allen, 2007). This chapter considers technology integration at various levels of school, ranging from primary to tertiary levels. It further shows results of a practical quasi experimental study done in Kenyan secondary schools showing how scores of students learning mathematics in a technology-based environment compared with those learning using conventional methods of teaching. The students' scores in examinations showed that the students learning using the selected application known as GeoGebra performed better and girls performed equally as well as boys when taught mathematics in a technology environment. The chapter underscores the importance of technology to improve teaching and learning process and it has promise to bridge the gap in performance between boys and girls in Science Technology Engineering and Mathematics (STEM).

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