Making the Move

This paper is intended for new faculty and faculty who are new to using digital technologies and a learning management system in their instruction. As experienced faculty in the College of Education, the authors make a concerted effort to support faculty in their use of instructional technology. In this paper, the authors share their experiences with faculty who are taking early the early steps in the journey to integrate digital technologies into their instruction. The authors hope this article will help faculty on their journey by supporting them in teaching with technology. The authors focus on faculty development, adoption of new technologies into faculties' instructional practices, and introductory online teaching practices. The authors' ultimate goal is to support student learning by helping faculty encourage learning for the entire continuum of students: students who need to be supported as they develop digital literacy and those who come to us embracing technologies wholeheartedly.

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Empowering professionalism in mission-oriented innovation

Science and Public Policy ◽

10.1093/scipol/scab020 ◽

2021 ◽

Author(s):

Markus M Bugge ◽

Fazilat Siddiq

Keyword(s):

Digital Literacy ◽

Primary Schools ◽

Teaching Practices ◽

Digital Technologies ◽

Successful Implementation ◽

Supply Side ◽

Innovative Teaching ◽

Teaching Tools

Abstract In the literature on mission-oriented innovation supply side and tech-oriented approaches have been complemented by broader and more inclusive societal approaches. Here, it is highlighted that both directionality and broad anchoring of diverse stakeholders across private, public, and civic domains are key to successful implementation. Still, it is unclear how these dimensions relate and unfold in practice. Using digital literacy in education as an example of mission-oriented innovation, this paper investigates what prerequisites and capabilities are needed to envision and govern such processes. Based upon a case study of innovative teaching practices in twenty-five classes at ten primary schools in Norway, the paper finds that the motivation, dedication, and engagement of the teachers is not primarily related to the digital technologies themselves, but to the professional and pedagogical anchoring of the digital teaching tools. The mobilization of the professionalism of the teachers is enabled by a process of balanced empowerment.

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New Faces of Digital Divide and How to Bridge It

Encyclopedia of Information Science and Technology, Fourth Edition ◽

10.4018/978-1-5225-2255-3.ch630 ◽

2018 ◽

pp. 7248-7258 ◽

Cited By ~ 1

Author(s):

Viktor Freiman ◽

Dragana Martinovic ◽

Xavier Robichaud

Keyword(s):

Digital Divide ◽

Digital Literacy ◽

New Technologies ◽

Digital Technologies ◽

Systematic Research ◽

Digital Inclusion ◽

Cognitive Content ◽

Special Groups ◽

Political Access ◽

Intellectual Limitations

The chapter aims to explore, through the lenses of digital divide, what are challenges to alleviating socio-economic and intellectual limitations for prosperity of each individual. Cutting-edge research is reviewed to discuss in what way new technologies and access to them really help to develop citizens who are able to contribute in creative and democratic ways to society. While much effort has been done, in the past decade, to bridge the digital divide, by resolving access issues and usage issues, the recent studies seem to indicate that the gap at all levels, nation-wide, community-wide, special groups-wide still exists and even deepens, especially regarding digital inclusion and meeting needs of at-risk population. More systematic research and innovative practical solutions are needed to address all the aspects of digital divide: physical, financial cognitive, content and political access; also, we have to consider the technological and social resonances of digital technologies in terms of digital literacy and development of critical thinking.

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New Faces of Digital Divide and How to Bridge It

Advances in Public Policy and Administration - Advanced Methodologies and Technologies in Government and Society ◽

10.4018/978-1-5225-7661-7.ch034 ◽

2019 ◽

pp. 431-443

Author(s):

Viktor Freiman ◽

Dragana Martinovic ◽

Xavier Robichaud

Keyword(s):

Digital Divide ◽

Digital Literacy ◽

New Technologies ◽

Digital Technologies ◽

Systematic Research ◽

Digital Inclusion ◽

Cognitive Content ◽

Special Groups ◽

Political Access ◽

Intellectual Limitations

The chapter aims to explore, through the lens of digital divide, the challenges to alleviating socio-economic and intellectual limitations for prosperity of each individual. Cutting-edge research is reviewed to discuss in what way new technologies and access to them really help to develop citizens who are able to contribute in creative and democratic ways to society. While much effort has been done in the past decade to bridge the digital divide by resolving access issues and usage issues, the recent studies seem to indicate that the gap at all levels, nation-wide, community-wide, special groups-wide still exists and even deepens, especially regarding digital inclusion and meeting needs of at-risk population. More systematic research and innovative practical solutions are needed to address all the aspects of digital divide: physical, financial cognitive, content, and political access; also, we have to consider the technological and social resonances of digital technologies in terms of digital literacy and development of critical thinking.

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Destabilizing the Activity System of Online Teaching Through Critical Theory

Research Anthology on Developing Effective Online Learning Courses ◽

10.4018/978-1-7998-8047-9.ch097 ◽

2021 ◽

pp. 1960-1970

Author(s):

Victor C. X. Wang ◽

Geraldine Torrisi-Steele

Keyword(s):

Critical Theory ◽

Digital Media ◽

Teaching Practices ◽

Online Teaching ◽

Teaching Practice ◽

Positive Impact ◽

Digital Technologies ◽

Activity System ◽

Online Environments

Despite the rapid and prolific uptake of online learning across higher education, the promised positive impact of digital technologies on the quality of learning has mostly failed to materialize. The need for change or reshaping of teaching practice in online environments is well documented, and there is much literature encouraging educators to exploit the affordances of digital media to provide rich learning experiences. However, efforts to affect the needed changes in practice are not very successful. In the present chapter, the authors adopt a framework of activity theory and integrate it with principles of critical theory and transformative practice to better understand why change in teaching practices in online environments has been difficult to realize. The authors also provide a theoretical framework that may be applied to driving change in online teaching practices.

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Skills of Digital Literacy to Address the Risks of Interactive Communication

Journal of Information Technology Research ◽

10.4018/jitr.2016010104 ◽

2016 ◽

Vol 9 (1) ◽

pp. 54-64 ◽

Cited By ~ 6

Author(s):

Isabel Rodríguez-de-Dios ◽

Juan-José Igartua

Keyword(s):

Sexual Harassment ◽

Digital Literacy ◽

New Technologies ◽

Digital Technologies ◽

Literacy Intervention ◽

Interactive Communication ◽

Fully Integrated ◽

Digital Skills ◽

Instrumental Communication

New technologies are fully integrated into the lives of children, so every day they spend more and more time using them. It is noteworthy that technologies offer many opportunities and benefits for children, but they are also associated with disadvantages and dangers. For this reason, parents and educators fear that children could suffer any of the network risks: exposure to pornography, cyberbullying, sexual harassment or grooming, sexting, contact with strangers, and impersonation. In this situation, the authors should not deprive minors of the use of digital technologies. Nevertheless, the solution is to provide them with digital skills so they become digital literate and can use these tools safely. Therefore, through this study they sought to identify the skills that compound digital literacy: technological or instrumental, communication, information, critical, and security. Finally, the authors propose the implementation of a literacy intervention with the aim of providing the children with these skills.

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Olhares Acerca do Letramento Digital: Perspectivas da Prática

Revista de Ensino Educação e Ciências Humanas ◽

10.17921/2447-8733.2018v19n4p472-477 ◽

2018 ◽

Vol 19 (4) ◽

pp. 472

Author(s):

Zuleica Aparecida Cabral ◽

Mariele A. Mickalski

Keyword(s):

Digital Literacy ◽

Knowledge Construction ◽

Social Life ◽

New Technologies ◽

Literacy Practices ◽

Digital Technologies ◽

Language Teachers ◽

Daily Activities ◽

Reading And Writing ◽

De Se

A chegada das novas tecnologias e o aumento de informações advindos da globalização faz com que haja a necessidade de os indivíduos dominarem as tecnologias que se encontram presentes nas atividades cotidianas, seja no trabalho, na escola, na vida social. Para que isso seja possível, o ensino deve estar voltado para a promoção do letramento digital dos alunos, a fim de que eles saibam dominar e lidar com situações cotidianas, nas quais as novas tecnologias se encontram presentes. Neste norte se busca, neste trabalho, trazer as perspectivas de professores de línguas, atuantes na sala de aula, acerca do letramento digital a partir de uma pesquisa qualitativa. Isso porque se entende a relevância das tecnologias digitais no ambiente educacional, na utilização da leitura e da escrita para a autonomia e construção de saberes dos alunos. Portanto, para que os alunos saiam da escola cidadãos letrados digitalmente e capazes de se incluírem no vasto universo de tecnologias, em que se encontra a sociedade atualmente, faz-se necessário a inclusão de práticas de letramento digital na escola e na formação de jovens e adultos. Palavras-chave: Letramento Digital. Leitura/Escrita. Ensino de Línguas. AbstractThe arrival of new technologies and the increase of information coming from globalization makes it necessary for individuals to master the technologies that are present in daily activities, either it at work, at school or in social life. For this to be possible, teaching should be aimed at promoting pupils' digital literacy so that they are able to master and deal with everyday situations in which new technologies are present. Therefore, in this study it was sought to bring the perspectives of language teachers, acting in the classroom, about digital literacy from a qualitative research. This is because the relevance is understood of digital technologies in the educational environment, in the use of reading and writing for students' autonomy and knowledge construction. Therefore, in order for students to leave school digitally literate citizens capable of being included in the vast universe of technologies in which our society is today, it is necessary to include digital literacy practices in school and in the training of young people and adults. Keywords: Digital Literacy. Reading/Writing. Language Teaching.

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DIGITAL LITERACY: IMPLEMENTATION OF GOOGLE CLASSROOM TO IMPROVE THE ABILITY OF EDUCATORS #NGAJARDARIRUMAH

Jurnal Sinergitas PKM & CSR ◽

10.19166/jspc.v4i3.2829 ◽

2020 ◽

Vol 4 (3) ◽

pp. 273

Author(s):

Pierre Mauritz Sundah ◽

Herman Purba

Keyword(s):

Digital Literacy ◽

Management System ◽

Online Teaching ◽

Large Scale ◽

Learning Management System ◽

Smart Devices ◽

Study Program ◽

Teaching Activities ◽

Learning Management ◽

Literacy Implementation

The Covid-19 pandemic that has occurred in Indonesia since March 2020 indirectly forced educators to switch from face-to-face teaching activities to online activities. Seeing the unrest experienced by educators, especially teachers and lecturers, who are not familiar with online teaching activities, the Online Learning Communication Science study program from Universitas Pelita Harapan held community service activities with the theme of digital literacy that can be followed by educators throughout Indonesia. Google Classroom is a medium that is raised in this activity because of the ease provided through its features even though Google Classroom cannot yet be categorized as a Learning Management System. Moreover, Google Classroom can be obtained for free and can be used through smart devices or computers that have an internet connection. With large-scale social restrictions (PSBB), this activity was held online using the digital platform Zoom Meeting. The result of this activity is that educators experience improved ability and understanding to carry out online teaching activities using Google Classroom such as creating classes, assignments, and quizzes, sharing teaching materials to conduct evaluations in the hope that educators are ready to do #ngajardarirumah.ABSTRACT (INDONESIAN): Pandemi Covid-19 yang terjadi di Indonesia sejak Maret 2020 secara tidak langsung memaksa para tenaga pendidik untuk beralih dari kegiatan belajar mengajar secara tatap muka menjadi kegiatan secara dalam jaringan (daring). Melihat keresahan yang dialami oleh para tenaga pendidik, khususnya guru dan dosen, yang belum terbiasa dengan kegiatan pengajaran secara daring maka program studi pendidikan jarak jauh (PJJ) Ilmu Komunikasi Universitas Pelita Harapan mengadakan kegiatan PkM dengan tema literasi digital yang dapat diikuti oleh tenaga pendidik di seluruh Indonesia. Google Classroom menjadi media yang diangkat dalam kegiatan ini karena kemudahan yang diberikan melalui fitur-fitur yang dimilikinya meskipun Google Classroom belum dapat dikategorikan sebagai sebuah Learning Management System. Selain itu Google Classroom dapat diperoleh secara gratis dan dapat digunakan melalui gawai pintar ataupun komputer yang memiliki koneksi internet. Dengan adanya Pembatasan Sosial Berskala Besar (PSBB) maka kegiatan ini diselenggarakan secara daring dengan menggunakan platform digital Zoom Meeting. Hasil dari kegiatan ini adalah tenaga pendidik mengalami peningkatan kemampuan dan pemahaman untuk melaksanakan kegiatan belajar mengajar secara daring menggunakan Google Classroom seperti membuat kelas, tugas dan kuis, membagikan materi ajar hingga melakukan evaluasi dengan harapan para tenaga pendidik siap untuk melakukan #ngajardarirumah.

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Skills of Digital Literacy to Address the Risks of Interactive Communication

Information and Technology Literacy ◽

10.4018/978-1-5225-3417-4.ch034 ◽

2017 ◽

pp. 621-632

Author(s):

Isabel Rodríguez-de-Dios ◽

Juan-José Igartua

Keyword(s):

Sexual Harassment ◽

Digital Literacy ◽

New Technologies ◽

Digital Technologies ◽

Literacy Intervention ◽

Interactive Communication ◽

Fully Integrated ◽

Digital Skills ◽

Instrumental Communication

New technologies are fully integrated into the lives of children, so every day they spend more and more time using them. It is noteworthy that technologies offer many opportunities and benefits for children, but they are also associated with disadvantages and dangers. For this reason, parents and educators fear that children could suffer any of the network risks: exposure to pornography, cyberbullying, sexual harassment or grooming, sexting, contact with strangers, and impersonation. In this situation, the authors should not deprive minors of the use of digital technologies. Nevertheless, the solution is to provide them with digital skills so they become digital literate and can use these tools safely. Therefore, through this study they sought to identify the skills that compound digital literacy: technological or instrumental, communication, information, critical, and security. Finally, the authors propose the implementation of a literacy intervention with the aim of providing the children with these skills.

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Destabilizing the Activity System of Online Teaching Through Critical Theory

Advances in Standardization Research - Critical Theory and Transformative Learning ◽

10.4018/978-1-5225-6086-9.ch003 ◽

2018 ◽

pp. 31-41

Author(s):

Victor C. X. Wang ◽

Geraldine Torrisi-Steele

Keyword(s):

Critical Theory ◽

Digital Media ◽

Teaching Practices ◽

Online Teaching ◽

Teaching Practice ◽

Positive Impact ◽

Digital Technologies ◽

Activity System ◽

Online Environments

Despite the rapid and prolific uptake of online learning across higher education, the promised positive impact of digital technologies on the quality of learning has mostly failed to materialize. The need for change or reshaping of teaching practice in online environments is well documented, and there is much literature encouraging educators to exploit the affordances of digital media to provide rich learning experiences. However, efforts to affect the needed changes in practice are not very successful. In the present chapter, the authors adopt a framework of activity theory and integrate it with principles of critical theory and transformative practice to better understand why change in teaching practices in online environments has been difficult to realize. The authors also provide a theoretical framework that may be applied to driving change in online teaching practices.

Download Full-text