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 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.

University Teachers' Use of Digital Technologies

2017 ◽  
pp. 686-702
Author(s):  
Daariimaa Marav ◽  
Michelle Espinoza
Keyword(s):  
Developing Countries ◽  
Knowledge Economy ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Academic Staff ◽  
Digital Technologies ◽  
University Teachers ◽  
Per Se ◽  
Complex Relationships

This chapter is set in the context of two developing countries, Mongolia and Chile, where digital technology is seen as a powerful icon of the knowledge economy. The predominant and common discourses surrounding the uses of digital technologies in education in these developing countries usually assume rather celebratory stances of the roles digital technologies may perform in education in the digital age. Thus, the research reported here explores the realities, opportunities, and challenges that academic staff face when using digital technologies through the perspectives offered by the field of digital literacy studies. The findings illustrate the close and complex relationships between sociocultural contexts, beliefs, values, and digital literacy practices. The study suggests that more attention needs to be paid to the wider contexts affecting the digital practices around teaching and learning rather than to technologies per se.

scholarly journals O conceito de letramento digital e suas implicações pedagógicas

2016 ◽  
Vol 9 (1) ◽  
pp. 94-107
Author(s):  
Mariana Vidotti de Rezende
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Cognitive Strategies ◽  
Digital Technologies ◽  
School Practices ◽  
Language Studies ◽  
Use Of Technology ◽  
Interactive Dynamics ◽  
Language Context

RESUMO: Nos últimos anos, tem-se discutido muito, no campo da educação e também no campo da linguagem, a presença das tecnologias digitais nas práticas escolares. O que se tem visto, muitas vezes, éum uso de tecnologias que se limita a transferir práticas letradas tradicionais para práticas mediadas por novos recursos tecnológicos. Há uma inserção “forçada” de tecnologias que desconsidera seus maiores potenciais, suas dinâmicas interativas e estratégias sociocognitivas. Entende-se, entretanto, que a percepção a respeito do uso de tecnologias nas práticas pedagógicas perpassa, principalmente, o âmbito de ensino-aprendizagem de Língua Portuguesa e a concepção de letramento digital.A importância de discutir o conceito de letramento digital justifica-se pelo fato de que as diferentes interpretações que são dadas a ele interferem diretamente na percepção do uso de tecnologias nas práticas escolares. Analisa-se, então, em que medida as concepções de letramento e de letramento digital interferem na percepção que se tem de ensino de Língua Portuguesa e de que maneira contribuem para pensar a educação na atualidade.PALAVRAS-CHAVE: ensino-aprendizagem; letramento digital; língua portuguesa. ABSTRACT: In recent years, the presence of digital technologies in school practices has been very discussed in education and also in the language studies. What it has been seen is the fact that technology's uses are limited to transfering traditional literacy practices to practices mediated by new technological resources. There is a "hard" technologies insert that disregards its greatest potential, its interactive dynamics and socio-cognitive strategies. We understand, however, that the technology uses perception in school practices pervades, especially, the teaching and learning of Portuguese language context and the concept of digital literacy. The importance of discussing the concept of digital literacy is justified by the fact that the different interpretations that are given to it directly interfer in the perception of the use of technology in school practices. We will look, then, to what extent the literacy and digital literacy concepts interfere with the perception people have of the Portuguese language teaching and how they contribute to reflections on education today.KEYWORDS: teaching and learning; digital literacy; Portuguese language.

scholarly journals Gender and teacher attitude toward digital literacy programme in Kisii county primary schools

2021 ◽  
Vol 10 (4) ◽  
pp. 383-390
Author(s):  
Edwin Obwoge Makworo ◽  
George Morara Nyakoe ◽  
Teresa Kwamboka Abuya
Keyword(s):  
Digital Literacy ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Digital Technologies ◽  
Simple Random Sampling ◽  
Literacy Programme ◽  
Student Centered ◽  
Student Centered Learning

Digital technologies have been associated with improved and enriched learning experiences which include more student-centered learning. These technologies have made teaching and learning experiences more interesting. In view of the crucial role of digital technologies in enhancing learning, this study sought to assess teacher attitudes towards the Digital Literacy Programme (DLP) in Kisii County based on gender differences. Does the gender of the teachers involved in the Digital Literacy Programme in Kisii County affect their readiness to uptake and implement the program? A survey research design was applied in the study. The population of the study constituted of 1,420 standard one and two teachers selected from randomly sampled schools of the county. The sample size was determined using the Fisher formula and the sample consisted of 302 standard one and two teachers. Purposive sampling was used to select the specific teachers. Simple random sampling was used to select the specific schools to include in the study and proportionate sampling was used to determine the number of respondents from each school. Self-administered questionnaires were used to collect data. To ascertain the reliability of the research instruments, a pilot test was carried out and a Cronbach’s alpha coefficient of 0.76 was realized. Data were analyzed quantitatively using descriptive statistics in SPSS. The study established that difference in gender has no effect on the teachers’ attitude to the Digital Literacy Programme.

Digital Storytelling and Digital Literacy

2017 ◽  
pp. 151-171 ◽  
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Communication Technology ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Digital Technologies ◽  
Technical Skills ◽  
Literacy Skills ◽  
Learning Performance ◽  
Modern Education ◽  
Information And Communication

This chapter reveals the overview of digital technologies; the overview of digital storytelling in education; and the overview of digital literacy in education. Digital storytelling and digital literacy are very important in modern education. Digital storytelling is used to improve student's learning through multimedia in the modern classrooms. Digital storytelling is the expressive medium that can explain even the most intricate topics in depth, integrating it with the rest of the curriculum. Digital literacy is the ability to use Information and Communication Technology (ICT) to find, evaluate, create, and communicate information, requiring both cognitive and technical skills. Digital literacy leads to the great increases in information that can be conveniently accessed. The chapter argues that developing digital storytelling and digital literacy skills has the potential to improve both teaching and learning performance in modern education.

scholarly journals LEITURA LITERÁRIA: REFLEXÕES SOBRE OS DESAFIOS NA ATUAÇÃO DE DOCENTES DE ESCOLAS PÚBLICAS DIANTE DAS TECNOLOGIAS DIGITAIS

2019 ◽  
Vol 24 (1) ◽  
pp. 19-32
Author(s):  
Patrícia Vertuan ◽  
Saionara Mazzochin Torres ◽  
Albina Pereira de Pinho Silva
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Teaching Experience ◽  
Literary Reading ◽  
Teaching Literature ◽  
Data Set ◽  
9Th Grade ◽  
Printed Books ◽  
Reading Teaching

RESUMO: Este artigo tem por objetivo apresentar os resultados de uma pesquisa realizada com professoras de Língua Portuguesa do Ensino Fundamental (6º ao 9º ano) e Ensino Médio, das redes estadual e municipal de ensino em Marcelândia-MT, acerca da leitura literária em sala de aula. Ao mesmo tempo, pretendemos discutir os desafios e perspectivas diante das novas tecnologias digitais que se fazem presentes na rotina dos alunos. Dadas as vertiginosas mudanças socioculturais, não há como dissociar a educação e as tecnologias digitais. Elas estão presentes em todos os segmentos sociais, o que exige da escola um reposicionamento no sentido de integrá-las, sob a perspectiva contextualizada no processo de ensino e aprendizagem. Para a coleta de dados utilizamos a técnica de questionário (GIL, 2008), desenvolvida com suporte do aplicativo Google Forms. Tomamos como enfoque teórico a BNCC (2017), as OC (2012), o letramento literário (COSSON, 2012) e o letramento digital (COSCARELLI, 2012). O conjunto de dados da pesquisa aponta que ainda existe a concepção de ensino de literatura limitado à leitura de livros impressos, ou seja, por mais que a escola já disponibilize recursos e tecnologias acessíveis aos estudantes e professores, seu uso não é predominante ou relevante. No entanto, entre a maior parte das colaboradoras da pesquisa, há uma percepção das tecnologias como aliadas da leitura literária, desde que utilizadas de modo consciente e situado ao contexto de aprendizagem.Palavras-chave: Leitura literária, Atuação docente, Letramento digital. ABSTRACT: This article aims to present the results of a research carried out with teachers of Portuguese Language of Elementary School (6th to 9th grade) and High School, of the state and municipal teaching networks in Marcelândia-MT, about literary reading in the classroom. At the same time, we intend to discuss the challenges and perspectives of the new digital technologies that are present in the routine of students. Given the dizzying sociocultural changes, there is no way to decouple education and digital technologies. They are present in all social segments, which requires a repositioning of the school in the sense of integrating them, from the perspective contextualized in the teaching and learning process. For the data collection, we used the questionnaire technique (GIL, 2008), developed with support of the Google Forms application. We take as a theoretical approach the BNCC (2017), the OC (2012), literary literacy (COSSON, 2012) and digital literacy (COSCARELLI, 2012). The data set of the research indicates that there is still the concept of teaching literature limited to reading printed books, that is, even though the school already provides resources and technologies accessible to students and teachers, their use is not predominant or relevant. However, among most of the research collaborators, there is a perception of technologies as allies of literary reading, since they are used consciously and situated in the context of learning.Key words:Literary reading, Teaching experience, Digital literacy.

Importance of Data Management in Digital Media Literacy

2019 ◽  
pp. 235-247
Author(s):  
Yavuz Kömeçoğlu ◽  
Zumrut Muftuoglu ◽  
Can Umay ◽  
Aysin Tasdelen ◽  
Sebnem Ozdemir
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Three Dimensions ◽  
Digital World ◽  
Learning Techniques ◽  
Competent Person ◽  
The Individual ◽  
Digital Media Literacy

A digital literate person is identified as competent person in the three dimensions of digital technologies, defined as technical, cognitive, and socio-emotional. In particular, under the technical dimension, the person is able to use the tools of the digital world in a competent way. Considering this definition given in technical dimension, it is seen that the individual being a good digital literate is also related to the tools of the digital world. However, no matter how good a digital literate can be, she/he is suffocated in the information if there is no tool to help in accessing information in a certain area, because of the size of digital world. The purpose of this study is to strengthen the technical dimension of digital literacy by developing a tool for reaching the correct visuals by using deep learning techniques. In order to fulfill that purpose, transferring cultural heritage to the next generation by avoiding disturbing visuals, was focused.

scholarly journals MONGOLIAN STUDENTS' DIGITAL LITERACY PRACTICES: THE INTERFACE BETWEEN ENGLISH AND THE INTERNET

2016 ◽  
Vol 55 (2) ◽  
pp. 293-318
Author(s):  
Daariimaa Marav
Keyword(s):  
New Media ◽  
University Students ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Family Background ◽  
Digital Technologies ◽  
The Internet ◽  
Structural Factors ◽  
Digital Literacies

ABSTRACT Over the last few decades, Mongolia has experienced social, economic, technological and political changes. Those changes have contributed to the growing cultural status of English mediated in particular through the digital literacy practices of young Mongolians. However, much of the digital and new media research takes place in predominantly Anglo-American contexts (RINSLOO & ROWSELL, 2012) and not much is known about what shapes Mongolian university students' use of digital technologies. The research reported on here aims to fill this gap. Drawing on perspectives offered by the field of Literacy Studies, which analyses literacy practices within the social and cultural contexts in which they occur, and employing a mixed methods approach, the research examines how Mongolian university students majoring in English used digital technologies, especially the internet, in their everyday lives. Data were generated through a survey of 98 students and through observations of and interviews with six case study participants who came from diverse socioeconomic backgrounds. The findings indicate that most students' digital literacy practices were directed towards improving their English. They used digital technologies strategically by negotiating the issues of cost and time, and exercised agency in personalising the technologies to support their English learning and eventually to improve their social positions. However, the findings also suggest that the participants' engagement with digital technologies was shaped by contextual and structural factors which included family background, personal resources such as English proficiency, digital literacies and aspirations. The research considers how the findings may inform improvements to educational practices around the teaching and learning of English and digital literacies in Mongolian universities.

scholarly journals Fomentando la competencia digital docente en la universidad: Percepción de estudiantes y docentes

2019 ◽  
Vol 38 (1) ◽  
pp. 167-182 ◽  
Author(s):  
Maria Domingo-Coscollola ◽  
Alejandra Bosco-Paniagua ◽  
Sara Carrasco-Segovia ◽  
Joan-Anton Sánchez-Valero
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Educational Practice ◽  
Digital Citizenship ◽  
Mixed Method Research ◽  
Digital Competence ◽  
University Teachers ◽  
The University ◽  
Competencia Digital

Este artículo da cuenta del proyecto “Propuesta interuniversitaria de formación inicial de maestros en tecnologías digitales”. Para elaborarla, nos planteamos conocer la percepción de estudiantes y de docentes sobre qué necesidades abordar en relación con las tecnologías digitales y la competencia digital metodológica, y qué acciones institucionales son preferentes para desarrollar la competencia digital docente (CDD). En este estudio, utilizamos un diseño de investigación de métodos mixtos. Las técnicas e instrumentos usados han sido el análisis de la documentación disponible, grupos de discusión y cuestionarios. La propuesta va dirigida a las nueve universidades catalanas que imparten la formación de futuros docentes en los grados de Maestro de Educación Infantil y Primaria. Las principales conclusiones apuntan hacia la necesidad de vincular la universidad con la sociedad, así como de favorecer un desarrollo profesional del profesorado universitario y la alfabetización digital de sus estudiantes fomentando el aprendizaje colaborativo y la autoría. También, se destaca la importancia de priorizar la comunicación y la colaboración durante el proceso de enseñanza y aprendizaje usando recursos digitales útiles que lo faciliten. A su vez, se resalta la ética y la ciudadanía digital como una dimensión emergente a considerar en la práctica educativa. Finalmente, se apuntan tres acciones institucionales sobre CDD para contemplar en los planes de estudio universitarios. This article provides an account of the project "An inter-university proposal for the initial training of teachers in digital technologies". In order to prepare it, we consider the perception of students and teachers on what needs to be addressed with regard to digital technologies and methodological digital competence, and what institutional actions are preferential for the development of teachers’ digital competence (TDC). In this study, we used a mixed-method research design. The techniques and instruments used have been the analysis of available documentation, focus groups and surveys. The proposal is targeted at the nine Catalan Universities that provide training for future teachers in Pre-school and Primary Education Degrees. The main findings point to the need to link the university to the society, as well as to promote a professional development of university teachers and the digital literacy of their students by fostering collaborative learning and authorship.  Likewise, it highlights the importance of prioritizing communication and collaboration during the teaching and learning process using useful digital resources that facilitate it. At the same time, ethics and digital citizenship is highlighted as an emerging dimension to be considered in educational practice. Finally, three institutional actions about TDC are pointed out to consider in university curricula.

scholarly journals Digital Literacy With EFL Student Teachers: Exploring Indonesian Student Teachers’ Initial Perception About Integrating Digital Technologies Into a Teaching Unit

2018 ◽  
Vol 6 (3) ◽  
pp. 53
Author(s):  
Tati Lathipatud Durriyah ◽  
Muhammad Zuhdi
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Practical Knowledge ◽  
Digital Technologies ◽  
Literacy Teaching ◽  
Teaching Unit ◽  
Initial Perception ◽  
Student Reflections

Research found that many student teachers are active users of digital technologies yet they are reluctant to make use of digital technologies for literacy teaching purposes. Efforts to prepare student teachers for technology integration are pressingly needed. Also needed is data that informs us about student teachers’ participation (engagement) with digital technologies and how they might utilize those technologies for literacy teaching. The article reports on a classroom research project that explored Indonesian student teachers’ initial perception about the use of digital technologies for EFL teaching. For one semester, the first author taught a course to a group of student teachers at a state Islamic university in Jakarta in which they learned conceptual and practical knowledge about digital technologies in teaching and learning. The student teachers were tasked to explore digital technologies available and had to integrate those technologies into teaching units contained in a junior high English textbook. Popular digital technologies selected included Facebook, blogs, Skype, and WhatsApp. Each offers unique potential to facilitate and enhance language learning. Student reflections provided insight into their considerations for their digital technology selections.

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