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
{"title":"Teaching digital literacy: are teachers’ perspectives consistent with actual pedagogy?","authors":"Ronen Kasperski, I. Blau, G. Ben‐Yehudah","doi":"10.1080/1475939X.2022.2091015","DOIUrl":null,"url":null,"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.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Technology Pedagogy and Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/1475939X.2022.2091015","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
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
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信