Teaching digital literacy: are teachers’ perspectives consistent with actual pedagogy?

IF 3.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ronen Kasperski, I. Blau, G. Ben‐Yehudah
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引用次数: 2

Abstract

ABSTRACT This study mapped instructional strategies that promote core digital literacies, as conceptualized by three theoretical frameworks: the digital competencies (DC) model (Eshet-Alkalai, 2004; 2012) the five core-competencies (5C) model (Hwang, Lai, & Wang, 2015) and the DigComp framework (Ferrari, 2013). Findings from a large qualitative sample of 65 Israeli elementary and middle-school teachers-experts in technology-enhanced pedagogy, demonstrated that their perspectives in semi-structured interviews were mostly consistent with their actual behavior observed in classrooms. Teachers over-emphasized certain competencies (searching for knowledge, photo-visual thinking, socio-emotional learning, constructing knowledge), while others competencies were significantly less common (real-time thinking, branching literacy and problem-solving skills). Based on bottom-up coding, we identified unique characteristics of digital literacy, suggested several modifications of the DC, 5C and DigComp frameworks, and mapped the level of instructional strategies (foundational, intermediate, or advanced) used to develop students' digital literacies. We discuss the implications of the findings for educational theory and practice.
数字素养教学:教师的观点与实际教学法一致吗?
本研究通过三个理论框架对促进核心数字素养的教学策略进行了概述:数字能力(DC)模型(eset - alkai, 2004;2012)五个核心竞争力(5C)模型(Hwang, Lai, & Wang, 2015)和DigComp框架(Ferrari, 2013)。对65名以色列小学和中学教师(技术增强教学法专家)进行的大规模定性抽样研究表明,他们在半结构化访谈中的观点与他们在课堂上观察到的实际行为基本一致。教师过分强调某些能力(搜索知识、照片视觉思维、社会情感学习、构建知识),而其他能力(实时思维、分支素养和解决问题的能力)则明显不那么常见。基于自下而上的编码,我们确定了数字素养的独特特征,对DC、5C和DigComp框架提出了一些修改建议,并绘制了用于培养学生数字素养的教学策略水平(基础、中级或高级)。我们讨论了这些发现对教育理论和实践的意义。
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来源期刊
Technology Pedagogy and Education
Technology Pedagogy and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.50
自引率
2.00%
发文量
25
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