scholarly journals Digital Literacy and Its Use by Teacher Trainess at Secondary Level in Odisha

2020 ◽  
Vol 1 (2) ◽  
pp. 242-250
Author(s):  
Ramakanta Mohalik
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Digital Technology ◽  
Digital Literacy ◽  
Technology Use ◽  
Web Design ◽  
Secondary Level ◽  
Digital Learning ◽  
Digital Devices ◽  
Teaching Learning

Digital devices and applications have been used in schools and teacher education institutes across the globe for teaching learning. All the prospective teachers must be digitally savvy to utilize it in school for teaching, assessment, management and professional development. This study intended to find out the level of digital literacy and its uses among teacher trainees at secondary level. Descriptive research method was followed for undertaking this study. Survey was conducted on sample of 170 trainees selected randomly from teacher education institutes under Utkal University, Odisha, India. Self developed questionnaire based on different aspects of digital devices and applications such as skills of trainees in digital technology, use of digital technology and applications by trainees for learning and teaching etc. was used at tool. Collected data were subjected to frequency and percentage analysis and accordingly conclusions were drawn. The study found that (i) majority of trainees can change screen brightness and contrast, minimize, maximize and move window screen, use search command to locate a file and download and install applications, (ii) more than 50% of trainees do not know learning management system, virtual worlds, podcasts and web design applications, (iii) around 70% of trainees are aware about storage of video in camera, manage junk mail and update username and password and less than 50% of trainees knew about voice typing and cyber security, (iv) majority of trainees use group email and whatsapp for academic work and  only 20% of trainees use digital devices for using PPT in class, create digital learning materials, provide feedback to students. It is suggested that teacher education institutes must be equipped with digital devices and applications useful for teaching learning and professional development. Further, teacher educator must encourage and motivate trainees by integrated ICT in regular course work and across the subjects so that trainees can develop skills of using it for teaching, learning and assessment in schools.

scholarly journals Digital technology for Indonesia’s young people

2019 ◽  
Vol 35 (Media literacy) ◽  
pp. 20-35 ◽  
Author(s):  
Jee Young Lee ◽  
Didin Nuruddin Hidayat
Keyword(s):  
Young People ◽  
University Students ◽  
Digital Technology ◽  
Digital Literacy ◽  
Technology Use ◽  
Perceived Usefulness ◽  
Digital Learning ◽  
Adoption Of Technology ◽  
Use Of Technology ◽  
Effective Use

Indonesia has recognized the growing demand for information technology, with the most rapid adoption of this technology being amongst its young people. Within the perspective of a balanced knowledge information society, the adoption of technology is crucial for improving social development in developing countries and is considered a particularly important tool in education. The education sector is well-placed to harness the potential of ICT for the millennial generation in these societies. Based on a survey of students enrolled in a university in Jakarta, this study attempts to identify the learning and development opportunities available through digital technology by exploring both how university students in Indonesia use this technology, and how they experience and perceive the benefits of digital learning. In particular, we examine how their access to and use of technology is associated with their digital literacy and their perceived usefulness of ICT. In general, Indonesian university students are actively engaged in a number of diverse activities online, including educational activities, which in turn result in increased online learning outcomes. A better understanding of the role of digital literacy and learning environments and effective use of technology for learning can provide important insights into education and technology use in Indonesia and similar contexts.

Teachers’ Beliefs in Integrating Digital Literacy in EFL Classroom: Decomposed Theory of Planned Behavior Perspectives

2020 ◽  
Vol 5 (2) ◽  
pp. 295
Author(s):  
Hening Laksani ◽  
Endang Fauziati ◽  
Agus Wijayanto
Keyword(s):  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Digital Technology ◽  
Digital Literacy ◽  
Case Study Research ◽  
Structured Interview ◽  
Digital Learning ◽  
Teachers Beliefs ◽  
Learning Instruction ◽  
Teaching Learning

The need for integrating digital technology into learning instructions has been acknowledge as a most prominent aspect in 21st Century learning. With emerging technology rising in prevalence, a digital consciousness to select and manage digital resources safely, appropriately, and efficiently for digital learning instruction is crucial. This present study is intended to explore teachers’ beliefs in the integration of digital literacy in EFL classroom using Decomposed Theory of Planned Behavior (DTPB) perspectives. The study was a qualitative study by means of case study research design to obtain a reliable understanding of the phenomenon. The data were collected using semi-structured interview, open-ended survey, and documentation. The data were retrieved from the purposively chosen informants based on the familiarity with digital technology. The results indicate relatively high levels of integration and consistent beliefs about the advantages, support from the environment, and the technology availability to integrate digital literacy into teaching learning activities. Recommendations are suggested to advance schools equipment to mediate the better support in constructing technology-enhanced classroom for teachers.

scholarly journals DIGITAL LITERACY AMONG CHILDREN IN ELEMENTARY SCHOOLS

2020 ◽  
Vol 3 (2) ◽  
pp. 157-170
Author(s):  
Hario Bismo Kuntarto ◽  
Amit Prakash
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
School Children ◽  
Digital Technology ◽  
Digital Literacy ◽  
Elementary School Children ◽  
Digital Technologies ◽  
Field Work ◽  
Internet Service ◽  
Digital Devices

The use of digital devices by children is on the rise and a better understanding of their usage behaviour can be helpful in designing better ways of imparting education. As per data from the Indonesia Internet Service Provider Association (APJII), in 2018, almost 50% of elementary school children were using the internet. However, an introduction to digital technologies is not included under the topics covered in state elementary schools in Indonesia. Field work involving teachers and children in state and non-state elementary schools, officials in ministries, ICT vendors, parents were conducted through interviews, observations and workshops related to the use of digital technology to better understand the digital behaviour of children. It was found that elementary school children get exposed to digital technology at a very early age and while the duration of use varies according to parental involvement and awareness, the content consumed by children is, in most cases, not appropriate for their age. This study illustrates that monitoring digital use among children is currently a challenge for parents, and digital literacy, which includes introduction to both positive and negative effects of digital devices as well as appropriate digital use behaviour, should become an important part of the theme of learning in elementary schools in Indonesia to ensure digital technologies help in the shaping of children's attitudes and character, in a manner that is valued and beneficial to the society. Kata Kunci: literasi digital, pemanfaatan digital oleh anak sekolah dasar, pengenalan digital pada anak   Abstract – Use of digital devices by children is on the rise and a better understanding of their usage behaviour can be helpful in designing better ways of imparting education. As per data from the Indonesia Internet Service Provider Association (APJII), in 2018, almost 50% of elementary school children were using the internet. However, an introduction to digital technologies is not included under the topics covered in state elementary schools in Indonesia. Field work involving teachers and children in state and non-state elementary schools, officials in ministries, ICT vendors, parents were conducted over a six-month study period to better understand the digital behaviour of children. It was found that elementary school children get exposed to digital technology at a very early age and while the duration of use varies according to parental involvement and awareness, the content consumed by children is, in most cases, not appropriate for their age. This study illustrates that monitoring digital use among children is currently a challenge for parents, and digital literacy, which includes introduction to both positive and negative effects of digital devices as well as appropriate digital use behaviour, should become an important part of the theme of learning in elementary schools in Indonesia to ensure digital technologies help in the shaping of children's attitudes and character, in a manner that is valued and beneficial to the society.

scholarly journals Do pre-service teachers feel ready to teach with digital technologies? A study in two teacher training institutions in Costa Rica

2021 ◽  
Vol 10 (1) ◽  
pp. e11810111436
Author(s):  
Christiane Caneva
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Costa Rica ◽  
Teacher Training ◽  
Mobile Phones ◽  
Digital Technology ◽  
Technology Use ◽  
Digital Technologies ◽  
Training Institutions ◽  
Academic Year

This study aims to identify both the level and frequency of digital technology use and perceived self-efficacy levels of pre-service teachers (n = 341). We collected data in Costa Rica through a survey during the 2016–2017 academic year; the survey includes closed-ended items on the use and frequency of digital technologies along with open-ended questions. Findings suggest that a majority of pre-service teachers frequently use digital technologies for both professional and private use and specifically the mobile phone and social media. Results further suggest they find themselves self-efficacious in the use of “traditional” digital technologies that are also used in teacher training by professors/teacher trainers such as laptop, email and video. They are less confident in using mobile phones and social media for teaching even though they use them extensively for their professional development.

scholarly journals Digital Inequity Survey to the Teachers of St. Aloysius Academy of Dasmariñas: A Basis for Digital Trust and Intuition

2020 ◽  
Vol 3 (12) ◽  
pp. 226-232
Author(s):  
Crisanto E. Avila
Keyword(s):  
Digital Technology ◽  
Social Economic ◽  
Teaching Profession ◽  
Survey Questionnaire ◽  
Digital Inequality ◽  
New Normal ◽  
Digital Devices ◽  
Research Article ◽  
Teaching Learning ◽  
The Impact

In the field of education, teachers must be technologically abreast especially in time of the COVID-19 Pandemic addressing the demand of the New Normal. To build confidence and capacity in digital teaching-learning, teachers must consider developing their skills in using digital technologies in education and they must also embed the use of digital devices in the teaching-learning practice. In this premise, this research article explains the digital inequality that the teachers are experiencing and its effect on their teaching profession and on establishing among themselves the digital trust and intuition. This study also aimed to answer, “What are the digital equalities do teachers encounter?” Th teachers’ decision for digital trust and intuition is affected by the digital inequalities they are experiencing. This study draws insights from a one-page survey questionnaire to 20 selected teachers of St. Aloysius Academy of Dasmariñas representing the faculty from the 3 departments such as preschool, grade school and high school. The results of this study indicate that teachers of St. Aloysius Academy of Dasmariñas are digitally inclined as manifested by their subscriptions to various digital devices and services. The impact of the digital technology to them in terms of social, economic, political and cultural affects their decision in digital trust and intuition.  Overcoming issues on digital inequality among teachers will lead to digital trust and intuition.  The school, from where the teachers are employed must address the digital inequality by ensuring that all teachers have equal chances in accessing the technology-based teaching devices and by providing them capacity building trainings which are imperative for the demand of the new normal. Teachers must embrace the digital technology in the community and in their workplace and imbibe the digital trust and intuition in education.  

scholarly journals Digital literacy in Ugandan teacher education: Insights from a case study

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Samuel Andema ◽  
Maureen Kendrick ◽  
Bonny Norton
Keyword(s):  
Teacher Education ◽  
Digital Technology ◽  
Digital Literacy ◽  
Teacher Educators ◽  
Policy And Practice ◽  
Local Conditions ◽  
Teachers College ◽  
Information And Communication ◽  
Ict Policy

This case study investigated the relationship between policy and practice with regard to advances in Information and Communication Technology (ICT) in Ugandan teacher education. Our qualitative study, conducted in 2008, focused on the experiences of six language teacher educators in an urban Primary Teachers’ College (PTC). We also drew on insights from an interview with the then Ugandan Minister of ICT, Doctor Ham-Mukasa Mulira and the national ICT policy. Whilst the Minister expressed the hope that technology would transform Ugandan education, our findings suggest that the success of ICT initiatives depends largely on whether local conditions support such initiatives. Despite their enthusiasm for digital technology, the participants were challenged by the expense of Internet connectivity, inadequate training, power outages, and culturally irrelevant material. We suggest that ICT policy should address teacher educators’ use of digital technology across diverse sites, and that innovations such as the eGranary portable digital library might be particularly useful in poorly resourced educational institutions.

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.

Early childhood teachers’ perceptions and management of parental concerns about their child’s digital technology use in kindergarten

2021 ◽  
pp. 1476718X2110303
Author(s):  
Vicki Schriever
Keyword(s):  
Early Childhood ◽  
Digital Technology ◽  
Technology Use ◽  
Methodological Approach ◽  
Early Childhood Teachers ◽  
Digital Technologies ◽  
Kindergarten Children ◽  
Teachers Perceptions ◽  
Digital Devices ◽  
Parental Concerns

Young children use, engage with, and experience digital technologies in their home and early childhood settings, yet their presence and use can be fraught with tensions and uncertainties. This paper reports on an Australian study focusing on how early childhood teachers perceive and manage parental concerns about their child’s digital technology use in kindergarten. Grounded theory was the methodological approach used to give insights into the early childhood teachers lived experiences. The findings revealed that early childhood teachers who taught kindergarten children, aged three-and-a-half to four-and-a-half years of age, experienced parents voicing concerns about their child’s digital technology use and made requests for mediation. Differences were identified between the children’s home environment and kindergarten setting regarding children’s access to digital devices, expectations for use and digital mediation practices. To manage the concerns parents raised, early childhood teachers endeavoured to educate and reassure parents about the nature of digital technology use in kindergarten. This paper invites early childhood professionals to reflect on how they respond to parental concerns about digital technology and to consider the role they play in educating parents about how digital technologies are used in kindergarten.

Technology Use in Designing Curriculum for Archivists: Utilizing Andragogical Approaches in Designing Digital Learning Environments for Archives Professional Development

2019 ◽  
Vol 48 (2) ◽  
pp. 85-94
Author(s):  
Trudi Wright ◽  
Edward Benoit III
Keyword(s):  
Professional Development ◽  
Learning Environments ◽  
Technology Use ◽  
Online Training ◽  
Digital Learning ◽  
State University ◽  
Louisiana State University ◽  
Use Of Technology ◽  
Social Media Tools ◽  
Digital Learning Environments

AbstractTechnology has a significant impact in archival institutions. The creation and need to preserve digital records require archivists to have the necessary training, and ongoing professional development. In addition, technology is embedded in many archival processes, making knowledge of technology use vital for archivists. While technology may be a challenge for archivists in terms of archival management, it also presents a useful means to support training and professional development. This paper is based on the experimental research conducted by the researchers, as instructors, in developing curriculum based on theories of andragogy for the purposes of developing intentional curriculum for professional development of archivists in digital learning environments. In this article, we will focus on the application of technology for the purposes of training archives professionals. We have explored archives training through the application of andragogy theory in online training through Louisiana State University and Mohawk College. In addition, we will review the literature relating to the use of technology to support both outreach and marketing to educate clients of archival institutions. Social media tools offer a broad means to engage clients, as these platforms already function as “community hubs for activity, featuring many users, regular updates, and active forum discussions” (Terras). The literature suggests that there is have been significant inroads in developing intentional curriculum for digital learning environments.

scholarly journals Why Does Digital Learning Matter? Digital Competencies, Social Justice and Critical Pedagogy in Initial Teacher Education

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Helen Coker
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Critical Pedagogy ◽  
Student Teachers ◽  
Digital Technology ◽  
Initial Teacher Education ◽  
Digital Learning ◽  
Digital Competencies ◽  
Conventional Classroom ◽  
Digital Landscape

Digital tools and spaces are becoming prevalent in schools across the world requiring the development of digital skillsets for student-teachers. Digital technology, in enabling education to extend beyond the space and time boundaries of the conventional classroom (Seifert, T., Sheppard, B. Wakeham, M., 2015) , brings the digital landscape into the classroom and firmly into the frame of reference for those preparing student-teachers to enter the profession. For Initial Teacher Education (ITE) programmes which foreground social justice, the digital (technology which is linked to the internet) goes far beyond a skillset or a discrete subject. Engaging with digital learning encompasses the 21st century context - both local and global - in which student-teachers and their future pupils are situated. Developing a critical pedagogic approach involves understanding the context in which one lives and enabling learners to challenge or change it (Freire, 1996) . For those working in ITE a postdigital lens provides a means to understand the context in which they are situated. Critical pedagogy enables student-teachers to understand that context and challenge the inequities which persist, preparing them not simply to navigate the digital landscape, but to engage with it critically. Reflecting on student-teacher learning this article explores the digital dimension, highlighting the importance of digital learning when engaging with critical pedagogy and social justice in ITE.

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