scholarly journals DIGITAL LITERACY IN EFL TEACHING

2021 ◽  
Vol 2 (2) ◽  
pp. 90
Author(s):  
Nuriyatul Hamidah
Keyword(s):  
Digital Media ◽  
Digital Technology ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Learning ◽  
Journal Articles ◽  
Media In Education ◽  
Technology Applications ◽  
Conceptual Paper ◽  
Media And Technology

Many questions have aroused in terms of media and technology used and its implication for language teaching and learning. The focus is on how students can be critically aware of media, especially digital media, for their learning. Thus, the use of media in education impacts educational creativity development, such as digital technology applications. In terms of learning, digital literacy is the competency in understanding and using digital technologies effectively for learning. Research has already explored the need for digital literacy in the classroom. This recent paper tries to figure out how digital literacy is implemented in the teaching of ESP students. Furthermore, the method used to describe the idea of this paper is a conceptual paper in which the writer tries to figure out how digital learning is implemented for learning. The writer used literature review from some journal articles and books written by the experts to gather the data. In conclusion, applying digital literacy must be well prepared on the way how it is used. It must relate to their competence, learning objectives, and language skills being taught. Indeed, once the students are familiar with the technology being used, they significantly improve their skills.

scholarly journals Epilogue: Rethinking digital literacy: Media education in the age of digital capitalism

2020 ◽  
pp. 230-239
Author(s):  
David Buckingham
Keyword(s):  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
Media Education ◽  
Digital Learning ◽  
Critical Approach ◽  
Pedagogical Strategies ◽  
Digital Capitalism ◽  
The Media ◽  
Digital Media Literacy

Advocates of digital education have increasingly recognized the need for young people to acquire digital media literacy. However, this idea is often seen in instrumental terms, and is rarely implemented in any coherent or comprehensive way. This paper suggests that we need to move beyond a binary view of digital media as offering risks and opportunities for young people, and the narrow ideas of digital skills and internet safety to which it gives rise. The article propose that we should take a broader and more critical approach to the rise of ‘digital capitalism’, and to the ubiquity of digital media in everyday life. In this sense, the paper argue that the well-established conceptual framework and pedagogical strategies of media education can and should be extended to meet the new challenges posed by digital and social media.This article presents some reflections as an epigraph of the special issue "Digital learning: distraction or default for the future", whose final result has allowed us to group a set of critical research and analysis on the inclusion of digital technologies in educational contexts. The points of view presented in this epigraph is also developed in more detail in the book "The Media Education Manifesto" (Buckingham, 2019).

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).

The Power of Digital Literacy to Transform and Shape Teacher Identities

2017 ◽  
pp. 1152-1166
Author(s):  
Janette Hughes ◽  
Lorayne Robertson
Keyword(s):  
Preservice Teachers ◽  
Beginning Teachers ◽  
Language Arts ◽  
Digital Media ◽  
English Language Arts ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
English Language ◽  
School Students ◽  
Critical Media

In this chapter, the authors focus their attention on the case studies of three beginning teachers and their use of digital storytelling in their preservice education English Language Arts classes. They undertook this research to determine if preservice teachers who are exposed to new literacies and a multiliteracies pedagogy will use them in transformative ways. The authors examine their subsequent and transformed use of digital media with their own students in the classroom setting. One uses a digital story to reflect on past injustices. Another finds new spaces for expression in digital literacy. A third uses the affordances of digital media to raise critical awareness of a present global injustice with secondary school students. The authors explore their shifting perceptions of multiple literacies and critical media literacy and how these shifts in thinking help shape or transform their ideas about teaching and learning in English Language Arts.

scholarly journals DIGITAL LITERATION PROFICIENCY OF ELEMENTARY SCHOOL STUDENTS IN THE ERA OF THE INDUSTRIAL REVOLUTION 4.0

2021 ◽  
Vol 5 (1) ◽  
pp. 80
Author(s):  
Dede Hadiansah ◽  
Wawan Setiawardani ◽  
Muhammad Sholeh
Keyword(s):  
Elementary School ◽  
Digital Media ◽  
Elementary School Students ◽  
Digital Technology ◽  
Digital Literacy ◽  
Research Method ◽  
Industrial Revolution ◽  
Phenomenological Research ◽  
School Students ◽  
Phenomenological Research Method

Students at the age of primary education are faced with a challenge in using digital technology, namely (a) the ability to sort information that is suitable for use and follow; (b) addiction to digital technology and the internet; and (c) changes in behavior and character. The purpose of this study is to identify: (a) obtaining information from digital media by elementary school students; (b) the use of information from digital media by elementary school students using; (c) the challenges faced by elementary school students in obtaining information using digital media; (d) the expectations of elementary school students regarding learning using digital media. The research method used is the phenomenological research method. The results of the research, some students use digital literacy only to find information. Meanwhile, a few elementary students have carried out the learning process in the form of products from the use of digital literacy. Digital literacy can be a suitable learning medium in the era of the industrial revolution 4.0, but its use must be monitored and limited.

scholarly journals Digital Video Creation in the LSP Classroom

2018 ◽  
Vol 26 (1) ◽  
pp. 43 ◽  
Author(s):  
Ornaith Rodgers ◽  
Labhaoise Ni Dhonnchadha
Keyword(s):  
Language Learning ◽  
Digital Media ◽  
Undergraduate Students ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Video ◽  
General Assumption ◽  
Strong Impact ◽  
Video Creation ◽  
High Level

<p>The twenty-first century world of digital media and multimodalities demands a rethinking of approaches to languages for specific purposes (LSP). This article seeks to determine the effectiveness of digital video creation as a teaching and learning tool in the LSP context through an investigation of students’ perceptions of the usefulness of this activity. The study is based on a digital video creation project carried out with a group of second year undergraduate students on the BSc in Biotechnology programme in NUI Galway who also study French as part of their degree programme. The findings are indicative of an overwhelmingly positive response from learners to this activity, both in terms of the development of language skills and other key social and professional skills. However, findings also warn that students’ digital competencies must not be over-estimated, despite a general assumption in technology-enhanced language learning research, that the current generation of students have a high level of digital literacy. This study highlights the pedagogical potential of digital video creation in the language classroom and demonstrates that it embraces many of the core elements underpinning progressive LSP pedagogy, by giving students the opportunity to keep pace with the multimodality afforded by digital media and by ensuring their language learning is both contextualised and authentic. It advocates the use of digital video creation in language learning and particularly in LSP, by highlighting the strong impact that this activity had on the participants in this study.</p>

scholarly journals DigiTech use in enhancing effective teaching of Health and Physical Education

2020 ◽  
Vol 4 (1) ◽  
pp. 22-25
Author(s):  
Adiele Dube ◽  
◽  
Ishmael Dhemba ◽  
◽  
Keyword(s):  
Physical Education ◽  
Digital Technology ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Daily Basis ◽  
Digital Learning ◽  
Technology Usage ◽  
Deficit Model ◽  
Tertiary Institutions ◽  
E Learning

The 21st Century’s new dimension of digital technology usage in education has been unanimously welcomed worldwide. Higher education and tertiary institutions were awakened by the outbreak of the never experienced coronavirus disease (COVID-19) to embrace e-learning. Southern Africa institutions were not spared from this pandemic which had escalating deaths on daily basis causing Heads of States to announce immediate closure of learning institutions among others to curb the spread of COVID-19. Tertiary institutions implemented teaching and learning as a deficit model. Educators and learners had to go digital learning by embracing, ICT, E-learning, M-learning through the use of Learning Management Systems which include Moodle, Sakai, Google classroom, and such related platforms. In response, Health, Physical Education and Sport educators were not spared to embrace the necessity of Digital Technology usage in online teaching and learning. This paper aims at discussing DigiTech in HPE, it’s benefits, types of DigiTech, E-learning and blended e-learning, M-learning. For the upcoming digital generation, some useful DigiTech platforms in HPE have been generated to enormously improve the conducive digital teaching and learning environment.

scholarly journals Membangun Literasi Digital Bagi Warga Desa Hurung, Kecamatan Banama Tingang, Kabupaten Pulang Pisau

2021 ◽  
Vol 2 (2) ◽  
pp. 49-59
Author(s):  
Enny Dwi Oktaviyani ◽  
Ariesta Lestari ◽  
Licantik Licantik
Keyword(s):  
Digital Media ◽  
Community Service ◽  
Mobile Phones ◽  
Digital Technology ◽  
Digital Literacy ◽  
False Information ◽  
Service Activity ◽  
Three Stages ◽  
Search For Information ◽  
And Training

Digital literacy is defined as the ability to understand and use information in various forms from various sources accessed through computer devices. Digital literacy will create a society with a critical-creative mindset and views. Provocative issues will not easily consume it, become victims of hoax information, or victims of digital-based fraud. Residents of Hurung Village, Banama Tingang District, Pulang Pisau Regency are partners in this community service activity who are active users of digital technology via mobile phones to access the internet and interact with other people. However, in digital technology, partners have not been able to distinguish true or false information and forward information obtained from social media or unclear sources. Likewise, in the search for information, still using sources or references that are not valid. So that the information obtained cannot be justified. In this service activity, the service team created digital media using a village profile website to support digital literacy for Hurung village. The activity was carried out in three stages, namely material presentation, mentoring, and training on the use of village profile websites. With this activity, it is hoped that it can be helpful to add insight, knowledge and build Hurung village to become a pioneer village of digital literacy

scholarly journals They Need More Than Technology-Equipped Schools: Teachers’ Practice of Fostering Students’ Digital Protective Skills

2019 ◽  
Vol 7 (2) ◽  
pp. 137-147 ◽  
Author(s):  
Priscila Berger ◽  
Jens Wolling
Keyword(s):  
Regression Model ◽  
Digital Media ◽  
Digital Literacy ◽  
Technology Use ◽  
Formal Education ◽  
School Type ◽  
Final Model ◽  
Factors Associated ◽  
Teacher Age ◽  
Media And Technology

The intense use of digital media among children and adolescents raises concerns about online risks. In response, digital literacy frameworks for formal education usually include a set of protective skills. Considering that teachers have the responsibility to implement such frameworks, this study investigates factors associated with teachers’ practices of fostering students’ digital protective skills. Therefore, data from a survey conducted with 315 teachers in the state of Thuringia, Germany, was analyzed. The findings indicate positive associations between the importance teachers attribute to digital protective skills, the knowledge they have about guidelines for media education, their formal media training, and their media and technology use in class. Besides, the analysis revealed associations with school type, subject taught, and teacher age. Conversely, the factors of human and technological resources did not yield significant effects in the regression model. The final model explained 48% of the variance in the teachers’ practices of fostering protective skills.

Mentoring Students through Digital Learning Experiences

2016 ◽  
pp. 206-227
Author(s):  
Cassandra Sligh Conway ◽  
Stanley Melton Harris ◽  
Susan Smith ◽  
Vivian Brackett ◽  
Gloria Hayes
Keyword(s):  
Digital Technology ◽  
Digital Literacy ◽  
Learning Experiences ◽  
Digital Learning ◽  
Review Of The Literature ◽  
Digital World ◽  
The Future

The digital world has taken over the traditional ways of communicating. Because of the need to view information and relay the information in a quick yet simple way, communicating through digital technology is the wave of the future. Students are captivated by digital technology and it seems to be an active way to promote learning and or concepts that might have been difficult to relay without the influence of digital technology. Any information used on a computer or disseminated on a computer is known as digital technology. Digital technology can enhance the level of creativity and distribution of information (Digital Literacy, www.icliteracy.info). The purpose of this effort is as follows: 1) give a basic review of the literature on mentoring and digital technology; 2) provide mentoring experiences that relay effective mentoring styles; 3) promote a discussion on the uniqueness of each mentoring experience; and 4) discuss implications and recommendations to enhance learning.

Introduction

2019 ◽  
pp. 1-14
Author(s):  
Rebecca J. Blankenship
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Learning ◽  
Global Workforce ◽  
Brick And Mortar ◽  
Modern Learning ◽  
Innovative Environments

In the introductory chapter for this volume of cases in digital transformation, author Rebecca Blankenship considers the emerging role of institutions of higher education in providing innovative environments for teaching and learning. She provides a practical foundation for the emergent and evolving need among colleges and universities to embrace digital equity through progressive initiatives that provide diverse and modern learning environments reflective of the needs and expectations of the 21st century students they serve. The author frames her discussion within the contexts of increasing digital literacy among faculty, instituting a culture of innovation and change, as well as considering how initiatives such as the Florida Agricultural and Mechanical University's Digital Learning Initiative (DLI) provide realistic solutions for the technology gap between the traditional brick-and-mortar university and the evolving needs of 21st century students and expectations of the increasingly connected and competitive global workforce.

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