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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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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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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Contemporary Issues in Teaching and Learning with Technology

Instructional Design ◽

10.4018/978-1-60960-503-2.ch801 ◽

2011 ◽

pp. 1840-1846

Author(s):

Jerry P. Galloway

Keyword(s):

Instructional Technology ◽

Test Scores ◽

Scientific Method ◽

Teaching And Learning ◽

New Technologies ◽

Teaching With Technology ◽

Great Physicist ◽

Instructional Integration ◽

Richard Feynman ◽

Learning With Technology

To speak of contemporary issues in instructional technology is like counting wave crests in a stormy ocean: they are changing quickly all the time. New technologies and new issues present themselves daily. Educators struggle with both the instructional integration of computing and developing the skills and knowledge necessary to use technology effectively (Lipscomb & Doppen, 2005). Why, after over 30 years of having computers in schools, are educators still having such difficulties? Today’s population is much more accustom to electronics, yet knowledge is weak, concepts are misunderstood, and the difficulties of teaching with technology seem as serious and convoluted today as ever before. The great physicist and thinker, Richard Feynman, offered some critical comments about the challenges of educators. “What happens is that you get all kinds of statements of fact about education, about sociology, even psychology — all kinds of things which are, I’d say, pseudoscience” (Feynman, 1999, p. 242). Today, we understand “more about education [but] the test scores are going down…we just don’t understand it at all. It just isn’t working” (p. 243). Being critical of how the scientific method is applied to education, Feynman’s comments highlight how the study of teaching and learning yields limited or questionable results. Teacher trainers take their best guess on how to prepare teachers to use technology.

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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.

Download Full-text

Contemporary Issues in Teaching and Learning with Technology

Encyclopedia of Information Science and Technology, Second Edition ◽

10.4018/978-1-60566-026-4.ch119 ◽

2011 ◽

pp. 732-736 ◽

Cited By ~ 2

Author(s):

Jerry P. Galloway

Keyword(s):

Instructional Technology ◽

Test Scores ◽

Scientific Method ◽

Teaching And Learning ◽

New Technologies ◽

Teaching With Technology ◽

Great Physicist ◽

Instructional Integration ◽

Richard Feynman ◽

Learning With Technology

To speak of contemporary issues in instructional technology is like counting wave crests in a stormy ocean: they are changing quickly all the time. New technologies and new issues present themselves daily. Educators struggle with both the instructional integration of computing and developing the skills and knowledge necessary to use technology effectively (Lipscomb & Doppen, 2005). Why, after over 30 years of having computers in schools, are educators still having such difficulties? Today’s population is much more accustom to electronics, yet knowledge is weak, concepts are misunderstood, and the difficulties of teaching with technology seem as serious and convoluted today as ever before. The great physicist and thinker, Richard Feynman, offered some critical comments about the challenges of educators. “What happens is that you get all kinds of statements of fact about education, about sociology, even psychology — all kinds of things which are, I’d say, pseudoscience” (Feynman, 1999, p. 242). Today, we understand “more about education [but] the test scores are going down…we just don’t understand it at all. It just isn’t working” (p. 243). Being critical of how the scientific method is applied to education, Feynman’s comments highlight how the study of teaching and learning yields limited or questionable results. Teacher trainers take their best guess on how to prepare teachers to use technology.

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Digital Technologies in Finance: Modernity and Prospects

SHS Web of Conferences ◽

10.1051/shsconf/202110001004 ◽

2021 ◽

Vol 100 ◽

pp. 01004

Author(s):

Anatoliy Suprun ◽

Tetiana Petrishina ◽

Marina Sadovenko ◽

Natalya Voloshanyuk ◽

Serhii Khodakevich

Keyword(s):

Financial Services ◽

Digital Literacy ◽

New Technologies ◽

Digital Technologies ◽

Uncertain System ◽

Financial Sector ◽

Information Technology Professionals ◽

Significant Damage ◽

Private And Public ◽

System Errors

Digital technologies have radically changed all financial relations in society. A new financial business ecosystem based on the use of digital technologies is rapidly forming. The article examines the recent changes in the financial sector under the influence of new technologies. The benefits received by consumers of financial services and financial institutions from the introduction of digital technologies are assessed. The survey of financial services consumers conducted by the authors of the article to some extent reflects the situation with the use of digital financial services in Ukraine. However, the process of digitalization is still far from complete. The formation of a new ecosystem, along with opportunities, generates new risks. There are new, often complex and not always clear to the general public financial products and services. The low level of financial and digital literacy forms a platform for manipulation, falsification and outright fraud. The problem of cybersecurity is relevant. The situation with employment in the financial sector in the medium and long term is rather uncertain. System errors are a risk factor too which can cause significant damage to both individuals and legal entities. The article provides examples of system errors and identifies their main cause - low qualification of information technology professionals working in the public sector. The vision of the future development of the financial sphere within the framework of digitalization is formed, the necessary changes at the private and public levels are determined.

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Teaching Poetry through Classroom Flipping among Prospective Teachers in a College of Education ? Action Research Report

SMART MOVES JOURNAL IJELLH ◽

10.24113/ijellh.v3i10.984 ◽

2017 ◽

Vol 3 (10) ◽

Author(s):

Dr. A. Joycilin Shermila

Keyword(s):

Active Learning ◽

Learning Community ◽

Prospective Teachers ◽

Flipped Classroom ◽

New Technologies ◽

Thinking Skills ◽

College Of Education ◽

Learning Technologies ◽

Research Report ◽

Digital Era

Times have changed and teachers have evolved. New technologies have opened up the classroom to the outside world. Teachers who were seen with textbooks and blackboard are now using varied technological tools to empower learners to publish works and engage learners with live audience in real contexts. In this digital era an ever-expanding array of powerful software has been made available. The flipped classroom is a shift from passive to active learning to focus on higher order thinking skills such as analysis, synthesis and evaluation. This model of teaching combines pedagogy and learning technologies. Significant learning happens through facilitating active learning through engaged learners. In this approach learning materials are provided through text, video, audio and multimedia. Students take responsibility of their learning. They work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge inside and outside the classroom.

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