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Can we teach digital natives digital literacy?
Abstract
In recent years, there has been much debate about the concept of digital natives, in particular the differences between the digital natives' knowledge and adoption of digital technologies in informal versus formal educational contexts. This paper investigates the knowledge about educational technologies of a group of undergraduate students studying the course Introduction to eLearning at a university in Australia and how they adopt unfamiliar technologies into their learning. The study explores the 'digital nativeness' of these students by investigating their degree of digital literacy and the ease with which they learn to make use of unfamiliar technologies. The findings show that the undergraduates were generally able to use unfamiliar technologies easily in their learning to create useful artefacts. They need, however to be made aware of what constitutes educational technologies and be provided with the opportunity to use them for meaningful purposes. The self-perception measures of the study indicated that digital natives can be taught digital literacy.
... Therefore, literacy studies and practices based on traditional printed texts are insufficient for the present day (International Reading Association, 2009;Leu et al., 2013). In line with all these developments, there has been increased interest in recent years related to examining university students' and preservice teachers' reading and writing activities, skills and dispositions in online or digital environments (Ata & Yıldırım, 2019;Foasberg, 2014;Larson, 2012;List, 2019;Maden, 2018;Margaryan et al., 2011;McVee et al., 2008;Mizrachi, 2014;Ng, 2012;Park et al., 2020;Ulusoy & Dedeoğlu, 2015;Yamaç & Öztürk, 2019). However, there is very little information on the subject of what type of literacy activities preservice teachers engage in or how they perceive literacy in online or digital contexts (List, 2019;Ng, 2012). ...
... In line with all these developments, there has been increased interest in recent years related to examining university students' and preservice teachers' reading and writing activities, skills and dispositions in online or digital environments (Ata & Yıldırım, 2019;Foasberg, 2014;Larson, 2012;List, 2019;Maden, 2018;Margaryan et al., 2011;McVee et al., 2008;Mizrachi, 2014;Ng, 2012;Park et al., 2020;Ulusoy & Dedeoğlu, 2015;Yamaç & Öztürk, 2019). However, there is very little information on the subject of what type of literacy activities preservice teachers engage in or how they perceive literacy in online or digital contexts (List, 2019;Ng, 2012). There is a need for further research aimed at examining and discovering preservice teachers' selfefficacy beliefs, perceptions, practices, and conceptions related to new literacies. ...
... To conceptualize the effects of internet and other information communication technologies (ICT) on literacy, various terms have been used from past to present: twenty-first century literacy, internet literacy, digital literacy, new media literacy, multi-literacy, information literacy, ICT literacy, and computer literacy (Coiro et al., 2008;Ng, 2012), since identifying and conceptualizing the literacy concept is quite difficult in the era of information and communication. Different studies conducted in recent years have tried to identify and conceptualize literacy in digital contexts (Bawden, 2008;Eshet-Alkalai, 2004;Gilster, 1997;Lanksear & Knobel, 2007;Ng, 2012;van Laar et al., 2017). ...
This research explores preservice classroom teachers’ perceived importance, self-efficacy beliefs, participation frequencies and conceptions related to new literacies. The research is framed using a dual-level theory of new literacies. The participants of the study consisted of 364 preservice teachers studying in the department of primary education at two state universities in Turkey. The findings revealed that (i) while preservice teachers displayed high participation in new literacies requiring the consumption of information, they displayed low participation in information production activities; (ii) the importance preservice teachers attached to online or digital literacy activities and their self-efficacy beliefs significantly predicted their participation in these activities; (iii) preservice teachers’ conceptual understandings with regard to new literacies were compatible with their participation frequencies and perceived importance with regard to online or digital literacy activities. Some suggestions for preservice teachers’ skills, strategies, dispositions and practices related to new literacies are discussed.
... Therefore, students need to receive support for digital literacy, and there are numerous studies that have analyzed examples of good practices in schools (Coiro & Hobbs, 2017;Gibson & Smith, 2018) and in higher education (Littlejohn et al., 2012). However, there are doubts that the so-called digital natives (Prensky, 2001) can be digitally trained by their teachers, both in primary schools (Porat et al., 2018) and in higher education (McMahon, 2014;Ng, 2012). ...
... Regarding the digital competences required to learn in a digital context, numerous conceptual frameworks (e.g., Ala-Mutka, 2011;Bawden, 2008;Ng, 2012) Each of these dimensions includes functional and critical aspects and can also be combined to generate more complex skills (Livingstone et al., 2021). However, it is unclear what kinds of digital skills are most associated with technology-based learning activities (Livingstone et al., 2021). ...
... Researchers have pointed out that despite the fact that digital natives have grown up immersed in technology, using this technology for learning purposes requires different skills and strategies than simply using technology to socialize or for routine tasks (Aziz, 2010;Margaryan et al., 2011;Ng, 2012). ...
The presence of the technology in the lives of young students does not guarantee that they know how to use it as a learning resource. Likewise, doubts remain about the role of teacher support in the digital literacy of their students. Assuming the moderating capacity of educational level, the aim of this study was to understand to what extent teacher support can determine students’ ability to use technology as a learning resource. In order to respond to this objective, the Model for Developing Effective e-Learners (MDEeL) was used. A multigroup analysis with structural equations and a simple quota sample of secondary education (N = 300) and higher education (N = 300) students in Spain were used. The results showed that the influence of teaching support on basic digital skills associated with the use of the Internet as a learning resource was moderated by educational level. The study provides an approach that allows teacher support for digital literacy to be evaluated in the context of student learning practices.
... "Digital literacy looks beyond functional IT (information technology) skills to describe a richer set of digital behaviours, practices and identities" [2] (n.p.) which change across contexts and time. Ng's [3,4] development of a digital literacy framework identified digital literacy as resulting from intersecting technical, cognitive and socio-emotional dimensions. Technical dimensions include technical skills to use digital technologies in everyday living and learning [3,4]. ...
... Ng's [3,4] development of a digital literacy framework identified digital literacy as resulting from intersecting technical, cognitive and socio-emotional dimensions. Technical dimensions include technical skills to use digital technologies in everyday living and learning [3,4]. Cognitive dimensions require the ability to critique digital sources, evaluate the suitability of software programs and understand the ethical and legal implications of using digital sources [3,4]. ...
... Technical dimensions include technical skills to use digital technologies in everyday living and learning [3,4]. Cognitive dimensions require the ability to critique digital sources, evaluate the suitability of software programs and understand the ethical and legal implications of using digital sources [3,4]. And socio-emotional dimensions entail the responsible use of the internet and the promotion 2 of 17 of safety and privacy [3,4]. ...
Background and Aims: Nurses are increasingly engaging with digital technologies to enhance safe, evidence-based patient care. Digital literacy is now considered a foundational skill and an integral requirement for lifelong learning, and includes the ability to search efficiently, critique information and recognise the inherent risk of bias in information sources. However, at many universities, digital literacy is assumed. In part, this can be linked to the concept of the Digital Native, a term first coined in 2001 by the US author Marc Prensky, to describe young people born after 1980 who have been surrounded by mobile phones, computers, and other digital devices their entire lives. The objective of this paper is to explore the concept of the Digital Native and how this influences undergraduate nursing education. Materials and Methods: A pragmatic approach has been used for this narrative review, working forward from Prensky’s definition of the Digital Native and backward from contemporary sources of information extracted from published health, education, and nursing literature. Results: The findings from this narrative review will inform further understanding of digital literacy beliefs and how these influence undergraduate nursing education. Recommendations for enhancing the digital literacy of undergraduate nursing students are also discussed. Conclusions: Digital literacy is an essential requirement for undergraduate nursing students and nurses, and is linked with safe, evidence-based patient care. The myth of the Digital Native negates the reality that exposure to digital technologies does not equate with digital literacy and has resulted in deficits in nursing education programs. Digital literacy skills should be a part of undergraduate nursing curricula, and National Nursing Digital Literacy competencies for entry into practice as a Registered Nurse should be developed and contextualised to individual jurisdictions.
... Bu kapsamda dijital okuryazarlık, her birey için sahip olunması gerekli ve son derece önemli bazı becerileri içermektedir. Benzer şekilde Ng (2012Ng ( : 1066, dijital okuryazar olan bir bireyin yeni teknolojilerin ortaya çıkışıyla birlikte hızlı ve kolay bir şekilde bu teknolojilere uyum sağlaması gerektiğinin altını çizmiştir. Okuma-yazma ile okuryazarlık arasındaki fark bu noktada kendini göstermektedir. ...
... Sosyal-duygusal boyut ise Eshet-Alkai'nin modelindekine benzer bir şekilde internet etiği hakkında bilgi sahibi olmayı, kişisel güvenlik ve mahremiyeti gerektiği ölçüde koruyabilmeyi, dijital ortamdaki risklerle karşılaşıldığında bunu fark edebilmeyi ve bununla başa çıkabilmeyi içeren, dijital ortamların iletişim, sosyalleşme ve öğrenme amaçlı "sorumlu" bir şekilde kullanılabilmesidir. Bu üç boyutun da merkezinde eleştirel okuryazarlık becerisi bulunmaktadır (Ng, 2012(Ng, : 1067(Ng, -1068. ...
... Dijital okuryazarlık, dijital teknolojilerin kullanımıyla ilişkili olarak; bilgi ve iletişim teknolojileri okuryazarlığı, bilgi okuryazarlığı, medya okuryazarlığı, internet okuryazarlığı, çevrimiçi okuryazarlık, multimedya okuryazarlığı gibi çok çeşitli okuryazarlık türüne işaret eder (Ng, 2012(Ng, : 1066. Bu okuryazarlık türlerine günümüzde sosyal medya okuryazarlığını dahil etmek de mümkündür. ...
“Dijital Okuryazarlık ve Dijital
Bölünme Bağlamında Dijital Dışlanma ve Dijital İçerme” başlıklı bölüm,
dijital okuryazarlık ve dijital bölünme kavramları üzerine bir literatür değerlendirmesi
yapmaktadır. Bu konularla ilgili literatürde belirgin olarak vurgulanan
ilişkili kavramlar ise dijital dışlanma ve dijital içermedir. Dijital bölünme,
bilgi ve iletişim teknolojilerine erişim ve kullanım süreçlerindeki eşitsizlikleri
çerçeveleyen bir kavramdır. Dijital okuryazarlık ise bu eşitsizliklerin giderilmesi
yönünde sahip olunması gereken bilgi ve beceri çerçevesini sunmaktadır. Dijital
bölünme, bazı açılardan sosyal eşitsizliklerin de derinleştirebildiği bir olgu
olarak tanımlanmaktadır. Sosyal dışlanma olarak kavramsallaştırılan kimi faktörler
toplumlardaki dezavantajlı kesimlerin dijital teknolojilere erişimlerini de
sınırlandırmaktadır. Dijital dışlanmaya dönüşen bu durum, dijital bölünmeyi
büyütmektedir. Dijital bölünmenin azaltılması için dezavantajlı kesimlerin sosyal
olanaklara erişimlerinin artırılması gerekmektedir. Bunun sonucunda da
dijital teknolojilere erişimin artacağı ifade edilmektedir. Sosyal içerme süreçleri,
dijital içermeyi destekleyecektir. Bu nedenle dijital bölünme üzerine yapılan
çalışmaların, yalnızca bilgi ve iletişim teknolojilerine erişimi ve kullanım becerilerini
değil, dijital dışlanma ve dijital içermeyi de kapsamına alması gerektiği
görülmektedir.
... OSI: (Ferrari, 2013) DCCP: (Ng, 2012); (Senkbeil & Ihme, 2017). ...
... DCPP: (Ng, 2012); (Senkbeil & Ihme, 2017). ...
... CITT: (Ferrari, 2013); (ISTE, 2017); (Mengual-Andrés et al., 2016); (Ng, 2012). ...
... DL. DL is a mix of technical, cognitive and socio-emotional factors associated with using digital technologies [37]. DL is the ability to understand, analyse, evaluate, organise and evaluate information using digital technologies [34]. ...
... Digital literacy (Ng [37]; Nikou and Aavakare [25] ...
Digital literacy is a critical skill that administrative staff must acquire to continue their business activities at higher education. However, digital literacy studies for administrative staff seem to be neglected in the current literature. This article examines the impact of higher education administrative staff's digital literacy on their intention to use digital technologies while performing their tasks. For this purpose , a conceptual model consisting of effort expectancy and performance expectancy structures based on the unified theory of acceptance and use of technology and expanded with the digital literacy dimension has been created. Data were collected from 158 participants who were administrative staff of two higher education institutions in Türkiye to evaluate the theoretical model. The data were analysed using the structural equation modelling technique. The findings revealed the relationship between the digital literacy skills of higher education administrative staff and their intention to use digital technology. According to the results, digital literacy has a direct effect on effort expectancy but not on performance expectancy. Also, contrary to our expectations, digital literacy does not directly affect the intention to use. However, digital literacy affects the intention to use digital technology through effort expectancy and performance expectancy. In higher education, personnel with low digital literacy skills should be identified and in-service training should be provided. This is one of the first studies to address the impact of digital literacy on technology acceptance by administrative staff working in higher education.
... The purpose of this study is to examine the digital literacy levels of university students in sports education according to dependent and independent variables. The Digital Literacy Scale (DLS) was developed by Ng (2012) and adapted to Turkish by Hamutoglu et al. (2017). The Digital Literacy Scale consists of 4 sub-dimensions and 17 items. ...
... The "Personal Information Form", developed by the researcher, and the 17-item "Digital Literacy Scale" which was developed by Ng (2012) and adapted into Turkish by Hamutoğlu et al. (2017) were used to collect information about the sociodemographic characteristics of university students receiving sports education. The digital literacy scale consists of 4 sub-dimensions (attitude, technical, cognitive, and social) and 17 items. ...
The purpose of this study is to examine the digital literacy levels of university students in sports education according to dependent and independent variables. The Digital Literacy Scale (DLS) was developed by Ng (2012) and adapted to Turkish by Hamutoglu et al. (2017). The Digital Literacy Scale consists of 4 sub-dimensions and 17 items. The sample of the study consisted of 517 university students and the data obtained were analyzed using the SPSS 25.0 software. The data collected from the participants were analyzed using an independent sample T-Test and One- Way ANOVA. The analyses conducted in the study revealed that the students had high levels of digital media literacy. A Pearson correlation analysis was completed to determine the level and direction of the relationship between dependent variables. The correlation analysis showed that the strongest, high-level relationship was between the “digital literacy scale” and its technical subdimension (r= 0.890; p<0.000). In conclusion, as the class and education level of students who do sports increase, the rise of digital literacy; It is thought that digital literacy between men and women will be parallel to the education of students in free and democratic conditions.
... In the 21 st century, information literacy and digital competency must be intimately entwined within curricula. To be information literate in the current digital world, students need to be able to scrutinise, assimilate and integrate digital information from various sources for contextual learning purposes, going beyond simply searching for, and identifying, digital information (Demirbag & Bahcivan, 2021;Ng, 2012;Tang & Chaw, 2016). ...
... This bridges the gap between the required information literacy threshold outcomes and embedding information literacy with progressive experience (Bauder & Rod, 2016), by providing a mechanism for attainment (Bakermans & Plotke, 2018). A recommendation of this study is that greater emphasis should be placed upon developing students' awareness and development of the interconnectedness of information acquisition and application with digital competences to enhance both academic success and transferrable skills (van Laar et al., 2020;Tang & Chaw, 2016;Ng, 2012). To achieve this, one strategy that warrants further investigation is development of information and digital literacy in undergraduate courses to culminate in a portfolio of transferrable skills and holistic degree appraisal (Walland & Shaw, 2020). ...
Systematic analysis of undergraduate curriculum design and assessment is required to ensure real world experiences are embedded in a degree structure for a high level of information literacy (IL) attainment. IL competencies and skills are critical for successful graduate outcomes. We developed a framework using a constructive alignment approach to develop the Student Attributes for Information Literacy (SAIL) and accompanying rubric with outcomes that categorize depth of application over degree progression. The rubric was used to audit IL in core units of a multidisciplinary Bachelor of Environmental Science degree before and after a cycle of curriculum design. SAIL’s rubric provides educators with a practical and repeatable approach to identifying IL development in units of learning. The SAIL rubric found that IL, for most core units, was taught, practiced, and assessed at the foundational level. At the advanced level, however, students had limited opportunities for literacy training, practice, and assessment in a digital context until the end of the degree. The framework and rubric identified gaps and opportunities in IL attainment, and thus warrants further application. Making sure these gaps are addressed, with opportunities identified for learning throughout a progressive program, will ensure resilient and adaptable graduates in a digital dominant workforce.
... Belirlenen amaca uygun geçerli ve güvenirliği sağlanmış bir ölçek geliştirmek adına literatür taraması yapılmıştır (Bayrakçı, 2020; Bayrakçı ve Narmanlıoğlu, 2021; Knobel & Lankshear, 2006;Ng, 2012 (2018) tarafından hazırlanan ölçeklerden faydalanılarak 47 maddelik bir havuz oluşturulmuştur. Hazırlanan madde havuzu ve ölçeğin her maddesi beşli Likert tipinde cevaplar içeren bir mobil okuryazarlık ön uygulama formu oluşturulmuştur. ...
... ). Belirlenen amaca uygun geçerli ve güvenirliği sağlanmış bir ölçek geliştirmek adına literatür taraması yapılmıştır(Bayrakçı, 2020; Bayrakçı ve Narmanlıoğlu, 2021;Knobel ve Lankshear, 2006;Ng, 2012;Ocak ve Karakuş, 2018;Özbay ve Özdemir, 2014; Pala ve Başıbüyük, 2020;Prior, Mazanov, Meacheam, Heaslip ve Hanson, 2016; Sönmez ve Gül, 2018;Tüzel ve Tok, 2013; Üstündağ, Güneş, ve Bahçivan, 2017). Yapılan literatür taramasından sonra 45 maddelik bir havuz oluşturulmuştur. ...
Bu araştırmanın amacı, üniversite öğrencilerinin mobil okuryazarlıklarını ölçmeye yönelik geçerli ve güvenilir bir ölçek geliştirmektir. Bu amaçla araştırma, nicel araştırma yöntemi desenlerinden tarama desenine göre tasarlanmıştır. Araştırmanın örneklemini 2021-2022 eğitim-öğretim yılında İnönü Üniversitesinde öğrenim gören lisans öğrencileri oluşturmaktadır. Örneklemin belirlenmesinde basit seçkisiz örnekleme yöntemi kullanılmıştır. Açımlayıcı faktör analizi (AFA) aşamasında 536, doğrulayıcı faktör analizi (DFA) için ise AFA’da alınan örneklemden farklı olarak 627 öğrenci olmak üzere toplam 1163 öğrenci örnekleme dahil edilmiştir. Araştırmada öncelikle araştırmanın amacına uygun olarak madde havuzu oluşturulmuş ve kapsam geçerliği için uzman görüşü alınmıştır. Uzman görüşlerine göre düzenlenen ölçek beşli Likert tipinde hazırlanarak uygulama yapılmıştır. Ölçeğin yapı geçerliliğini belirlemek için öncelikle AFA ve ardından DFA yapılmıştır. Yapılan AFA sonucunda ölçek 20 maddeden ve iki alt boyuttan oluşmuştur. DFA ile ölçeğin model uyum indeks değerlerini karşıladığı ve açımlayıcı faktör analizini doğruladığı görülmüştür. Ölçeğin alt boyutları “İleri düzey beceriler” ve “Temel beceriler” olarak adlandırılmıştır. Bu iki alt boyut toplam varyansın %51,18’ini açıklamaktadır. Ölçeğin Croanbach Alfa güvenirlik katsayılarının “ileri düzey beceriler” alt boyutunda .90, “temel beceriler” alt boyutunda .87 ve ölçek genelinde ise .92 olduğu görülmektedir. Sonuç olarak lisans öğrencilerinin mobil okuryazarlıklarını belirlemeye yönelik alan yazına katkı sağlayacak geçerli ve güvenilir bir ölçek elde edilmiştir.
... Potter (2014) explored a seven-step guideline for DML education: (1) beginning with a clear conceptualization of media literacy; (2) determining learning objectives; (3) analyzing the targets' histories; (4) designing the treatment to focus on real needs; (5) administering the intervention; (6) measuring individuals' outcomes and processes; and (7) analyzing what worked and why. Moreover, DML education should include both technical aspects referring to the basic use of hardware and software and cognitive aspects related to higher-order learning processes, such as acquiring a critical understanding of information from digital media (Claro et al., 2012;Ng, 2012). ...
Digital media literacy education has become shared responsibility of all educators, school-based initiatives are considered to be a crucial component of digital media literacy education. This 10-week intervention study explores the effects of digital media literacy (DML) course on students’ digital media literacy. The participants were 58 fifth graders (M = 11.5 years) from two classes in Beijing. An analysis of covariance (ANCOVA) and structural equation modeling (SEM) were performed to examine the effects of the DML course on the digital media literacy of primary school students. The results provided evidence that the DML course positively impacts students’ citizenship participation, but has no significant influence on students’ technical skills, critical understanding, or creation and communication. The findings also explained a positive relationship between teacher’s scaffolding support and students’ digital media literacy.
... Ten aspekt dotyczy rozwoju umiejętności poznawczych, tj. myślenia krytycznego podczas zarządzania informacjami, które stanowi jedną z trzech, obok technologicznych i społecznych, kategorii umiejętności cyfrowych (Ng, 2012). Fake newsy stanowią zagrożenie dla demokracji i społeczeństwa. ...
Dynamiczny rozwój technologii cyfrowych sprawia, że coraz więcej osób zyskuje
możliwość czynnego udziału w tworzeniu i przetwarzaniu informacji. Z jednej strony proces ten wpływa na procesy demokratyczne. Z drugiej może doprowadzić do wykluczenia niektórych grup osób. Celem artykułu jest przybliżenie podstaw teoretycznych oraz wiążących dokumentów w kontekście dyskusji nad inkluzją cyfrową z perspektywy andragogiki, jak również zwrócenie uwagi na działania na rzecz osób starszych w tym zakresie. Inkluzja cyfrowa stanowi obecnie o dobrostanie jednostek. Sprzyja ona rozwojowi osobistemu, pozwala na udział w procesie uczenia się przez całe życie, rozszerzając jednocześnie możliwości większego zaangażowania w procesy decyzyjne. Jednym z celów analiz jest wzrost świadomości korzyści wynikających z inkluzji cyfrowej oraz rekomendacje w zakresie poprawy sytuacji w tym obszarze.
... One that demands the application of a wider cognitive repertoire and social-emotional aspects to encourage and expand interdisciplinary thinking (Spelt et al., 2017) in cyberspace operations. This can lead to higher digital literacy (Ng, 2012) among training audiences across competence levels. A critical reader might think-there is no time or need to focus on socalled ''enjoyable'' elements for participants, especially from the perspective of smaller nations and teams where they need to build interpersonal relationships and not only follow military-style command lines-these effects can bring eventually more positive effects when the teams face and mitigate real threats. ...
Hands-on and practical learning has been key to cybersecurity education and training success. Cyber Defense Exercises (CDX) are a common approach to training, testing, and verifying technical and soft skills. However, full-scale CDX implementation is also an expensive training event. In order to advance such exercises to the next level, CDX organizers should further focus on educational, psychological, and cross-domain relationships. The paper discusses and proposes a multidimensional approach for CDX that balances cognitive, emotional, and social aspects critical for successful interdisciplin-ary learning. We share our experience incorporating knowledge from well-known psychology theories to CDX. We derive and describe seven elementary ingredients if a CDX is to meet the interdisciplinary and critical thinking needs of defensive cyberspace operations.
... In this context, the study group of the research consisted of a total of 354 students, 189 boys and 165 girls, studying at secondary school in the Taşova district of Amasya. The 'Digital Literacy Scale' developed by Ng (2012) and adapted into Turkish by Üstündağ, Güneş and Bahçivan (2017) was used to determine the digital literacy level of the students within the scope of the research. The Digital Addiction Scale developed by Kesici and Tunç (2018) was used to determine students' digital addiction levels. ...
Bu araştırmanın amacı ortaöğretim öğrencilerinin dijital okuryazarlık düzeyleri, dijital bağımlılık ve sanal ortam yalnızlık düzeylerinin çeşitli değişkenler açısından betimlenmesidir. Araştırma betimsel tarama modeliyle yürütülmüştür. Araştırmanın çalışma grubunu devlet okullarında öğrenim gören 354 ortaöğretim öğrencileri oluşturmaktadır. Veri toplanmasında Dijital Okuryazarlık Ölçeği, Dijital Bağımlılık Ölçeği ve Sanal Ortam Yalnızlık Ölçeği kullanılmıştır. Elde edilen veriler Anova, T-Testi, ve pearson korelasyon testleri ile incelenmiştir ve şu sonuçlara erişilmiştir: Farklı sınıflarda öğrenim gören öğrencilerin dijital okuryazarlık, dijital bağımlılık ve sanal ortam yalnızlık düzeylerinin benzer düzeydedir. Kız ve erkek öğrencilerin dijital okuryazarlık, dijital bağımlılık ve sanal ortam yalnızlık düzeylerinin benzer düzeydedir. Öğrencilerin dijital okuryazarlık ve dijital bağımlılık düzeyleri arasında doğrusal bir ilişki mevcuttur.
... 4. Ng (2012) model mentions that there are three basic dimensions of digital literacy (cognitive, technical, and socio-emotional dimensions). In future studies, to reveal the situation of all these dimensions in the sample groups studied, it is recommended not only to collect data through scales but also to provide data diversity and increase the number of qualitative and mixed studies to obtain more in-depth data. ...
The aim of this study is the descriptive content analysis of digital literacy studies carried out in the field of education in Turkey between the years 2006-2021.In this research, the descriptive content analysis method, which is one of the content analysis types, was used. A total of 74 studies were examined within the scope of the study. The studies were coded using the Dedoose program according to specific themes. When the findings are examined, there has been an increase in the number of digital literacy studies after 2018. It has been determined that most of the studies consist of articles however quantitative research designs are preferred in studies. We have found that screening and relational screening methods are preferred in research more than other methods. It is seen that the studies carried out in the field of teacher training are carried out more frequently. The number of studies conducted with pre-service teachers, especially Social Studies and Turkish pre-service teachers, is higher. Sample selections in studies are generally determined by a convenient sampling method. It is seen that a single data collection tool was mainly used in the studies, and the sample size consisted of 201-500 participants. Based on the findings, suggestions were made for further research.
... Students appeared to learn course material equally well with or without synchronous meetings, in keeping with prior research indicating minimal-to-no difference in outcomes across online formats (Watts, 2016). Much of the observed variation in outcomes may stem from factors at the student level, as suggested by research linking self-regulation (Heyman, 2010), self-efficacy beliefs (Shea & Bidjerano, 2010), aptitude for learning new educational technologies (Ng, 2012), and reading comprehension (Brodsky et al., 2021, Gravelle et al., 2022 with individual differences in online learning outcomes. ...
Concerns about student persistence in online college courses increased during the COVID-19 pandemic. We assessed course withdrawal rates and learning outcomes of undergraduates (N = 563, Mean age = 20.3 years) enrolled in Introductory Psychology at a nonselective college in Spring 2021. All sections followed the same curriculum. Half were fully asynchronous; half met synchronously via Zoom. Using propensity-score adjusted regression, we balanced groups on relevant covariates (e.g., first-semester status). Asynchronous sections (regular and large capacity) had higher course withdrawal rates, suggesting that teacher presence in synchronous sections may have helped students remain engaged in online coursework. For those who persisted, course outcomes (quizzes, tests, assignments submitted) were equivalent across formats, indicating students’ ability to learn in either format.
... The term 'digital competencies' refers to a set of skills that everyone needs to live, learn and work in a society where people need to communicate and access relevant information through digital technologies such as internet platforms, social media and mobile devices (Falloon, 2020;Ng et al., 2021aNg et al., , 2021bNg, 2012). In recent years, AI technologies such as robotics, chatbots, and smart devices have become common in our daily life. ...
The pandemic has catalyzed a significant shift to online/blended teaching and learning where teachers apply emerging technologies to enhance their students’ learning outcomes. Artificial intelligence (AI) technology has gained its popularity in online learning environments during the pandemic to assist students’ learning. However, many of these AI tools are new to teachers. They may not have rich technical knowledge to use AI educational applications to facilitate their teaching, not to mention developing students’ AI digital capabilities. As such, there is a growing need for teachers to equip themselves with adequate digital competencies so as to use and teach AI in their teaching environments. There are few existing frameworks informing teachers of necessary AI competencies. This study first explores the opportunities and challenges of employing AI systems and how they can enhance teaching, learning and assessment. Then, aligning with generic digital competency frameworks, the DigCompEdu framework and P21’s framework for twenty-first century learning were adapted and revised to accommodate AI technologies. Recommendations are proposed to support educators and researchers to promote AI education in their classrooms and academia.
... Digital natives' specific characteristics and multimedia preferences have been utilized to facilitate the implementation of innovative technology. Access to technology, age, experience, and digital literacy level has been added to studies of digital native traits, along with other variables (Ng, 2012;Teo, 2013;Thompson, 2013). Scholars have investigated whether digital native features correspond with other aspects, such as digital competency or technology addiction (Wang, Sigerson, & Cheng, 2019). ...
... Student self-regulated learning skills (SRL) and digital literacy (DL) are prerequisite for effective technology enhanced learning. For example, successfully discussing a topic in forums, analyzing information collected from web, and making a multimedia presentation require SRL and DL (Chen & Jang, 2010;Ng, 2012). Therefore, students with different levels of SRL or DL could have different perceptions towards chatbots despite chatbots being able to offer personalized learning experiences. ...
As Artificial Intelligence (AI) advances technologically, it will inevitably bring many changes to classroom practices. However, research on AI in education reflects a weak connection to pedagogical perspectives or instructional approaches, particularly in K-12 education. AI technologies may benefit motivated and advanced students. Understanding the teacher’s role of student motivation in mediating and supporting learning with AI technologies in the classroom is needed. This study
used self-determination theory as the undergirding framework to investigate how teacher support moderates the effects of student expertise on needs satisfactions and intrinsic motivation to learn with AI technologies. This experimental study involved 123 Grade 10 students, and used chatbots as AI-based technologies in the experiment. The analyses revealed that intrinsic motivation and competence to learn
with the chatbot depended on both teacher support and student expertise (i.e. self-regulated learning and digital literacy), and the teacher support better satisfied the need for relatedness, and it less satisfied the need for autonomy. The findings refined our understanding about the application of self-determination theory and
expand the pedagogical and design considerations of AI application and instructional practices.
... The 4D version of Research and Development (R&D) is oriented to the product by finding, developing, and validating the product 32 33 . 31 Robert Maribe Branch, Instructional Design : The ADDIE Approach, 1st edn (New York: Springer Science+Business Media, 2009) <https://doi.org/10.1007/978-0-387-09506-6>.32 Lawanto. ...
p class="abstrak">The development of digital technology has triggered changes in the way people learn in various educational institutions, both formal and informal. The development of digital technology has encouraged students to improve their academic performance or learning achievements. Several problems, however, can arise, from the gap in the ability of students to master digital technology, the ability to provide technological infrastructure, the competence of top-level management and the ability of the IT department to determine the success of digitalization. One learning model that can be utilized in physical distancing policy is Web-Based Learning (WBL). WBL is a learning model that can be used without limitation of time, space, and learning resources. WBL was developed by using the Research and Development (RnD) with a 4D (Define, Design, Develop, Disseminate) approach. To develop WBL products, we used the unified modeling language (UML), flowcharts, and context diagrams. The product was tested which included product validity testing, practicality testing, and product effectiveness testing. The testing results showed that the product was valid, practical, and effective to be used as a guide for developing and implementing WBL in order to improve students' academic performance.</p
... Oleh karenanya pendekatan multi approach harus menjadi tolak ukur dalam implementasi bagaimana mengajarkan agama kepada anak-anak. (Desmita, 2005: 156), dunia bermain (Hogg & Blau, 2004: 112), literasi digital (Ng, 2012;Martin, 2006) dan pembelajaran yang bermakna (Ausubel, ; Gunstone, 2015). Gadget dan internet bisa dijadikan sebagai sarana positif dalam doktrin ajaran agama Islam kepada generasi digital native. ...
Bagaimana mengajarkan agama Islam bagi anak-anak dewasa ini menjadi tantangan tersendiri, khususnya untuk generasi digital native usia konkret operasioanl, yang artinya harus ada inovasi dalam cara doktrin agama Islam. Selain itu di masa sekarang ini dunia global telah mengalami masa sulit karena dampak Virus Corona yang mengharusnya anak-anak belajar di rumah maupun blended learning. Penelitian ini berbentuk penelitian kepustakaan dengan metode dokumentasi yang koheren. Teknik analisis berupa induktif dengan penekanan pada meaning of creativity .Tujuan kajian ini adalah menggambarkan bagian alternatif inovasi metodologi doktrin untuk anak-anak, terkait bagaimana mengajarkan agama Islam dengan tidak mengenyampingkan esensi mereka sebagai generasi digital native dan tantangan di masa pandemi. Berdasarkan hasil penelitian, sarana platform digital dan daring seperti e-learning, webinar, media sosial, aplikasi audio-visual, blogging, e-book, smartbook dan aplikasi game mampu mengakomodir pengajaran agama bagi generasi digital native . Platform-platform tersebut memunculkan ranah domain kognitif, afektif dan psikomotorik dalam doktrin Aqidah, Akhlak, Fiqh, Sejarah Islam, Alquran, Hadits, Bahasa Arab, dan maupun pengetahuan agama Islam lainnya. Selain memperhatikan pengamalan beragama dalam sosio religius-kultur demografinya, inovasi cara doktrin tersebut juga harus memperhatikan tiga perspektif, yakni perspektif teknis, perspektif literasi kritis, dan perspektif literasi sosial-emosional.
... In this study, "Personal Information Form" and "Digital Literacy Scale (DLS)" developed by Ng (2012) and adapted into Turkish by Hamutoğlu et al. (2017) were used as data collection tools ...
... Teknik boyutu uygulama becerilerine sahip olmak oluşturmaktadır. Bilişsel boyutta da araştırma, değerlendirme ve eleştirel düşünme yeteneği; sosyal-duygusal boyutla ise yüz yüze iletişimdeki gibi saygılı ve uygun iletişim dili kullanma, mümkün olduğu kadar kişisel bilgileri gizli tutma ve böylece kişisel güvenlik ve mahremiyeti koruma gibi davranışlar bulunmaktadır (Ng, 2012). ...
... Initially developed by Ng (2012) the Digital Literacy Scale seeks to measure digital literacy levels of teacher candidates, both in the overall context and in the context of using educational technology products. Higher scores in the scale indicate better overall aptitude and disposition towards using ICT products, particularly in the educational context. ...
Education has gone through rapid changes during the emergency remote teaching period resulting by the COVID-19 pandemic. These changes, in part, have been associated with educational institutions attempting to implement a viable solution to the problem of distance education. Although organizational management theory literature suggests that great change in very little time results in a detrimental psychological phenomenon called change fatigue in employees and that this phenomenon has even been investigated in the context of teaching staff in the past; there have been no attempt at understanding change fatigue from a student perspective. This quantitative study attempts at proposing a structural equation model towards the understanding of how change fatigue and other variables, namely, digital literacy, online learning attitude and school alienation that might have been influenced by it have affected teacher candidates after resuming face-to-face education followed by a 1.5 year of emergency remote teaching period. Results indicated that change fatigue predicts school alienation and yet; does not predict online learning attitude; hinting that there might be another category of alienating organizational change that universities have gone through that does not solely involve online education. Nevertheless, digital literacy is a beneficial skill for all students that helps bolster online learning attitude and reduce overall school alienation.
... Weber and Farmer (2012) indicated that learners' satisfaction regarding course delivery is one of the causes of continuing or withdrawing in ODL classes. However, this need for the technical "savviness" of facilitators is not getting attention, because the majority of instructors teaching online courses do not have the technical know-how to the extent required (Ng, 2012). Also, there was the stigma that unqualified facilitators were teaching in ODL programmes , and the teaching was less than adequate (Bernard, Abrami, Lou, Borokhovski, Wozney, Wallet, & Fiset,2004). ...
Communication is germane to the management and success of every programme. Open and Distance learning institutions’ effort to positively reach out and go beyond imparting knowledge to their learners may never be realized without effective communication. Thus, the effective utilization of components of communication is important in the learning process. This study examined the relationship between the communication components in Open Distance Learning (ODL) institutions and effective service delivery of ODL programmes. Five objectives were developed to guide the study. The study adopted a mixed research design involving both qualitative and quantitative data collection techniques. 420 participants selected using a multi-stage sampling procedure involving both stratified random sampling and simple random sampling techniques. Both descriptive statistics and inferential statistics were used for data analysis. The study, among other things, found a significant relationship between the communication components and the efficacy of the service delivery. Based on the findings, it was recommended that for service delivery to be effective, feedback mechanism must be varied, adequate and effective so that learners can use the one that best suit them; facilitators must be continuously trained on the use of different channels of communication to be able to produce and deliver quality content.
... Learning in children aged five years to six years not only focuses on cognitive aspects but also affective and psychomotor. This agrees with (Krathwohl, 2002) that in the cognitive dimension, it is not only limited to knowledge but also at the practical stage (Çoklar et al., 2017;Ng, 2012;Shariman et al., 2012). The results of this study support previous research conducted by Blair et al. (2014), and Sharkins et al. (2017) (Blair et al. (2014) and Sharkins et al. (2017). ...
The period of the COVID-19 pandemic impacted education, especially on early childhood education aged 5-6 years. This study aims to determine the effect of online learning on developing language aspects of children aged 5-6 years. The method used is True Experimental Design by comparing face-to-face learning at school and online education at home. The research subjects consisted of two groups, namely experimental and control, with 40 PAUD children from Kindergarten Schools in Surabaya and Gresik. Based on the Asymp.Sig value shows that online learning significantly affects early childhood language development during the Covid-19 pandemic. The reason is, face-to-face learning cannot be done optimally, with reduced learning hours during the Covid-19 pandemic. Conversely, online learning can be done anywhere and anytime, even though the place and distance are different. 0.000 0.05. Online learning that is carried out has the advantage of not having space and time boundaries so that the need for increasing children's speaking, reading, and writing skills can be met.
... Digital technology is part of electronic technology that includes hardware and software used by individuals for educational, social and/or entertainment purposes at school and at home (Ng, 2015). In 2012, Ng Wang developed the concept of digital literacy into 3 intersecting dimensions, namely (i) technical (ii) cognitive and (iii) social-emotional dimensions of digital literacy (Ng, 2012). ...
Digital literacy skills are mandatory for students to master so that they can process information wisely. The purpose of this research is to determine the level of digital literacy of elementary school students. The research method used in this research is quantitative. The sample of this research is 86 elementary students in Laweyan Sub-district, Surakarta, Indonesia. The data collection technique used is a test that validated by an expert. The data analysis used in this research is descriptive statistical analysis. The result of this study shows that the students’ level of ability in digital literacy is good with the fulfillment of five indicators, namely the use of technology reaches 79.75% or students can analyze the functions of hardware and software in technology, the management of information on digital media reaches 70% or the students can search for valid data sources, social networking reaches 82.25% or students can design and participate in digital technology, online safety reaches 83.33% or students can protect their personal data, and students can identify impacts of technology with percentage reaches 72%. The result of this research can be used as a reference to measure the level of students' digital literacy. Keywords: Digital literacy, students, elementary school
... Digital literacy may be assumed to comprise six branches of subcognitive literacies: photo-visual (comprehension of multimedia information), reproduction (creation of a completed product from disparate information), branching (characterization, arrangement, and engagement of available information), information (critical evaluation of information), socioemotional (adherence to digital norms), and real-time thinking (simultaneous processing of a number of stimuli) literacies. Eshet (2012) proposed this classification, whereas Ng (2012) presented three broad dimensions: technical, cognitive, and social-emotional aspects. Although the concept includes the essential skills of digital literacy, scholars have voiced criticism that operational skills, which are related to the ability to work using different, updated hardware and software for specific purposes, should have been indicated (Zhong, 2011). ...
With the rapid advancement of technology, digital literacy has become a key component in educators’ professional development. A wide range of assessment tools has been developed to measure teacher digital literacy; however, there has been no previous attempt to systematically synthesize and scrutinize those tools to improve evaluation of this ability among educators. The current study reviews literature on instruments that assess teacher digital literacy with the purposes of ascertaining the main aspects of it that recent researchers focus on in their evaluation, instrument types used for assessment, and the reliability and validity report, as well as the frameworks or models used to design assessment tools. The review selected 33 English-language publications in the field of educational technology from peer-reviewed journals indexed in the Education Resources Information Center (ERIC), Web of Science, and Scopus. The study period spanned from 2011 to 2022 with the objective of reviewing the tools used to assess teacher digital competence. The major findings demonstrate that scholars focus on digital competence in teachers’ use of educational technology, teaching and learning, professional development, and support for learners through digital competence. Other researchers emphasize the ability of educators to apply technology to the assessment of learner outcomes or to empower students in using technology to enhance learning. Additionally, self-evaluation instruments are common, whereas a few studies promote subjective evaluation in combination with objective assessment to provide a comprehensive understanding of teacher digital competence. The results form the basis for several recommendations for future research for the further examination of teacher digital literacy.
... Eleştirel okuryazarlık becerisi gibi yetkinlikleri kapsadığı anlaşılan dijital okuryazarlık; dijital araçlardan faydalanılarak dijital ortamda aramalar yapmak, sentez ve değerlendirmelerde bulunmak ile başkalarıyla iletişim kurma yeteneğidir (Martin, 2005;Ng, 2012). Dijital okuryazarlık, "kullanıcıların dijital ortamda etkin şekilde çalışabilmeleri için gerekli olan karmaşık, bilişsel, sosyolojik ve duygusal becerileri içermektedir. ...
Eğitim programlarının değerlendirilmesi farklı araştırmacılar tarafından farklı yaklaşımlarla ele alınmıştır. Bu yaklaşımlardan birisi de hedef yönelimli değerlendirme yaklaşımıdır. Hedef yönelimli program değerlendirme yaklaşımı genel olarak iki ana varsayıma dikkat çekmektedir: Eğitim uygulamaları araştırmacıların başarıya ulaşmalarını sağlayan öğrenme çıktıları yardımıyla doğrulanabilir ve bu çıktılar ölçülebilir bir yapıdadır. Bu yaklaşımı temel alan program değerlendirme araştırmacılarından birisi de R. W. Tyler’dır. Model tam olarak 1949’da Ralph Tyler tarafından ortaya konmuştur. Hedef yönelimli değerlendirme yaklaşımlarından olan model, Tyler tarafından 1933-1941 yılları arasında geliştirilmiştir ve geçerliliğini halen korumaktadır. Tyler’ın değerlendirme anlayışı objektivist, pozitivist ve hedeflere dayalı tasarım anlayışlarının taşımakta hatta bunlara öncülük etmektedir. Formal bir mantıkla, etki değerlendirmesi yapılmaktadır. Ulaşılan hedefleri ölçerek programın etkililiğine karar verildiği kısa/orta vadeli etki değerlendirildiği için çıktı değerlendirmesinin olduğunu söylemek zordur. Hedefe dayalı değerlendirme modellerinin kaynağı ya da hedef yönelimli modeller denince ilk akla gelen olarak söylenebilecek model öğrenci başarısının belirlenen hedefler doğrultusunda ne ölçüde gerçekleştiğini, gerçekleşmeyen hedeflerin nedenlerini araştırmaktadır. Alan yazın incelendiğinde Tyler’ın Hedefe Dayalı Değerlendirme Modeli (THDDM) ile değerlendirme çalışmalarının birçok farklı konu üzerine yapıldığı görülmektedir. Ancak bu ve buna benzer program değerlendirme çalışmalarında da diğer araştırma süreçlerinde olabileceği gibi eksiklik ya da hatalar olabilmektedir. Dolayısıyla bu program değerlendirme çalışmalarının değerlendirilmesi de gerekliliği ortaya çıkmaktadır. Bu bağlamda bu bölümde alan yazında Tyler modeli kullanılarak yapılan değerlendirme çalışmaları sistematik bir incelemeye tabi tutularak eksikler ve işe koşulan stratejiler ele alınmaya çalışılmıştır. Elde edilen sonuçlar ve bu sonuçlar ekseninde yapılan tartışma kitap bölümünde ayrıntılı olarak verilmektedir.
... End-user mental models of digital technology and their general digital literacy can also impact their awareness of security and privacy threats. Mental models "describe how a user thinks about a problem" (Wash, 2010), whereas digital literacy more broadly encompasses the cognitive, technical and socio-emotional skills associated with the skillful use of digital technologies (Ng, 2012). ...
Cybersecurity and Privacy (S&P) unlock the full potential of computing. Use of encryption, authentication, and access control, for example, allows employees to correspond with professional colleagues via email with reduced fear of leaking confidential data to competitors or cybercriminals. It also allows, for example, parents to share photos of children with remote loved ones over the Internet with reduced fear of this data reaching the hands of unknown strangers, and anonymous whistleblowers to share information about problematic practices in the workplace with reduced fear of being outed. Conversely, failure to employ appropriate S&P measures can leave people and organizations vulnerable to a broad range of threats. In short, the security and privacy decisions we make on a day-to-day basis determine whether the data we share, manipulate, and store online is protected from theft, surveillance, and exploitation. How can end-users be encouraged to accept recommended S&P behavior from experts? In this monograph, prior art in human-centered S&P is reviewed, and three barriers to end-user acceptance of expert recommendations have been identified. These three barriers make up what we call the “Security & Privacy Acceptance Framework” (SPAF). The barriers are: (1) awareness: i.e., people may not know of relevant security threats and appropriate mitigation measures; (2) motivation: i.e., people may be unwilling to enact S&P behaviors because, e.g., the perceived costs are too high; (3) and, ability: i.e., people may not know when, why, and how to effectively implement S&P behaviors. This monograph also reviews and critically analyzes prior work that has explored mitigating one or more of the barriers that make up the SPAF. Finally, using the SPAF as a lens, discussed is how the human-centered S&P community might re-orient to encourage widespread end-user acceptance of pro-S&P behaviors by employing integrative approaches that address each one of the awareness, motivation, and ability barriers.
... Teknik boyutu uygulama becerilerine sahip olmak oluşturmaktadır. Bilişsel boyutta da araştırma, değerlendirme ve eleştirel düşünme yeteneği; sosyal-duygusal boyutla ise yüz yüze iletişimdeki gibi saygılı ve uygun iletişim dili kullanma, mümkün olduğu kadar kişisel bilgileri gizli tutma ve böylece kişisel güvenlik ve mahremiyeti koruma gibi davranışlar bulunmaktadır (Ng, 2012). ...
... The measure of perceived digital inquiry was evaluated using items adapted from a study by Ng (2012), who used self-perception measures to explore students' digital literacy, with original Cronbach's alpha values α = .88, including acceptable reliability. ...
Students' perceived competencies may reflect dispositions to trigger and enhance engagement acts and promote engagement benefits. Although perceived competencies and engagement acts are significant resources in STEM learning, their relationships remain unclear. Accordingly, we applied the transactional model of engagement (TME) to examine these associations, focusing on how emotional and cognitive engagement affect the mediating effect of perceived digital inquiry on perceived creativity. The participants were 305 secondary school STEM learners in Hong Kong. Mediation analyses showed that emotional engagement mediated the positive relationship between perceived digital inquiry and creativity, whereas cognitive engagement had no such mediating effect.
... ). Öğrenme ortamlarında dijital teknolojilerin kullanımının yaygınlaşması sonucunda öğrencilerin dijital kaynaklara erişiminin arttığı göz önünde bulundurulursa (Gil-Flores, Torres-Gordillo ve Perera-Rodríguez, 2012), öğrenciler için bilinçli ve anlamlı internet kullanımı, güvenilir kaynaklardan doğru bilgiye ulaşma, ulaştığı bilgiyi kullanarak yeni bilgiler oluşturma ve oluşturduğu bilgiyi güvenilir kaynaklarda paylaşma gibi bazı becerilere sahip olunması oldukça önem arz etmektedir (Aksoy, Karabay ve Aksoy, 2021; Hague ve Payton, 2011; Hamutoğlu, Güngören, Kaya Uyanık ve Gür Erdoğan, 2017; Kozan ve Özek, 2019; Ng, 2012; Reddy ve Sharma, 2020). Dijital kaynaklarda etkileşimde bulunmayı bir rutin haline getirmiş olan dijital yerlilerin bilgi ve iletişim teknolojilerini, özellikle cep telefonlarının ve sosyal medya teknolojisinin kullanımını benimseme becerileri, belirli bir düzeyde dijital okuryazarlığa sahip oldukları anlamına gelmektedir(Ng, 2012). Günümüz neslinin, eğitim-öğretim süreçlerinde 'öğrenme' amacıyla dijital teknolojilerin nasıl kullanılacağını bilmemeleri, yanlış kullanımları sonucunda hatalı/eksik bilgilere ulaşmaları, çevrimiçi kaynaklar vasıtasıyla yanlış yönlendirilmeleri vs.gibi etmenler, dijital okuryazarlık becerilerinin eksik düzeyde olduğunun fark edilmesi için yeterli ve gözlemlenebilir sebeplerdir. ...
Dijital kaynakların taranarak ulaşılan doğru bilgilerin farklı şekillerde ve biçimlerde anlamlandırılarak paylaşma yeteneği dijital okuryazarlık olarak adlandırılmaktadır. Dijital kaynaklarda etkileşimde bulunmayı bir rutin haline getirmiş olan dijital yerlilerin bilgi ve iletişim teknolojilerini, özellikle cep telefonlarının ve sosyal medya teknolojisinin kullanımını benimseme becerileri, belirli bir düzeyde dijital okuryazarlığa sahip oldukları anlamına gelmektedir. Günümüz neslinin, eğitim-öğretim süreçlerinde ‘öğrenme’ amacıyla dijital teknolojilerin nasıl kullanılacağını bilmemeleri, yanlış kullanımları sonucunda hatalı/eksik bilgilere ulaşmaları, çevrimiçi kaynaklar vasıtasıyla yanlış yönlendirilmeleri vs. gibi etmenlerin gelecekte kalıcı hasarlara yol açmaması için öğrenenlerdeki dijital okuryazarlık becerilerinin geliştirilmesi gerekmektedir. Öğrencilerin dijital okuryazarlıklarının ne düzeyde olduğunu belirlemek ve bu düzeyin gerektirdiği ihtiyaçlara yönelik planlamalar yapmak amacıyla gerçekleştirilen bu çalışma, nicel araştırma yöntemlerinden tarama modeliyle yürütülmüştür. Araştırmaya Orta Anadolu bölgesinde yer alan bir ortaöğretim kurumunun farklı sınıf düzeylerinde öğrenim görmekte olan 190 öğrenci katılmıştır. Verilerin toplanmasında Hamutoğlu vd. (2017) tarafından Türkçe’ye uyarlaması yapılan “Dijital Okuryazarlık Ölçeği” kullanılmıştır. Araştırma sonucunda öğrencilerin dijital okuryazarlık becerileri cinsiyetlerine göre farklılık göstermezken; sınıf düzeylerine, bilgisayar kullanma deneyimlerine, tanımlanan bilişim teknolojilerini kullanma yeterlik düzeylerine göre istatistiksel olarak anlamlı farklılık gösterdiği sonucuna ulaşılmıştır.
... Teachers have to adapt quickly by conducting emergency remote learning. This adaptation is able to be carried out by improving the teachers' TPACK skills and their skills to use online learning technology (Chu & Chu, 2010;Ng, 2012). The purpose of this study is to explore Lampung language teachers' TPACK skills to carry out emergency remote learning during the COVID-19 pandemic. ...
... Digital literacy has a cognitive, technical, and socio-emotional perspective. Cognitive aspects include skills to seek, select, and critically assess information (Ng, 2012). Anthonysamy et al. (2020) also explain that digital literacy is a set of competencies consisting of knowledge, skills, and behaviors that can effectively use technology. ...
... Digital literacy is defined the ability and awareness to apply existing digital technology to work while showing the right attitude toward digital learning [21]. Digital literacy includes offline or online cognitive, technical, and socio-emotional learning perspectives [22]. The mental aspects of skill selection, information retrieval, critical thinking ability assessment and selection. ...
In the last decade, the significant of the creative economy has continued to strive in taking part in the momentum of economic revival as the impact of the corona virus disease (Covid-19). This study highlights the factors affecting the creative economy, digital literacy, business sustainability, and entrepreneurial attitudes. In this study, a quantitative approach using structural equation modeling with partial least squares (PLS-SEM) was used to predict and confirm the hypotheses presented. This research was conducted for housewives on the islands of Sumatra, Java, and Bali in Indonesia using a google form questionnaire. The total sample was 500 respondents from these three islands. The findings indicate that digital literacy can explain the creative economy, business sustainability, entrepreneurial attitude. However, the variables of entrepreneurial attitudes need support from digital literacy and business sustainability. This research is a follow-up to the creative economy sector post the Covid-19 pandemic.
Purpose: Applying the parental mediation theory, this study investigates the main effects and interactive effects of three parental social media strategies, ie, active mediation, restrictive mediation, and non-intrusive inspection, on cyberbullying among teenagers. A matched child-parent survey was conducted with 642 secondary-school students aged 13-18 and their parents in China. Results: The results showed that active mediation was negatively associated with both cyberbullying victimization and perpetration. Restrictive mediation was not significantly associated with cyberbullying. Non-intrusive inspection was positively associated with cyberbullying perpetration but not associated with cyberbullying victimization. Moreover, the two-way interaction between active and restrictive mediation as well as the three-way interaction between the three parental mediation strategies significantly affected cyberbullying perpetration and victimization. Specifically, the combination of high-level active mediation and non-intrusive inspection with low-level restrictive mediation was the most effective strategy for preventing cyberbullying. Conclusion: This finding significantly contributes to the parental mediation literature and provide theoretical guidelines for parental intervention to prevent cyberbullying among teenager.
Der Einsatz von Künstlicher Intelligenz erfährt in hochschuldidaktischen Kontexten wachsendes Interesse. Durch individualisierte Lernwege ergeben sich für Studierende und Dozierende neue Lern-Lehr-Möglichkeiten. Der Band befasst sich jedoch auch mit den daraus resultierenden Gefahren: Es sind Demarkationslinien zu ziehen, wenn es um Datenschutz oder ethische Bedenken geht. Die Autor*innen des Bandes nehmen verschiedene Sichtweisen ein, um eine multidisziplinäre Betrachtung der neuen Problemstellungen, die die Anwendung von KI im Hochschulkontext mit sich bringt, zu ermöglichen.
Banyak guru PAUD yang belum memahami manfaat penyajian pembelajaran melalui perangkat IT khususnya para guru PAUD di wilayah Sukabumi Jawa Barat, terutama hal-hal yang berkaitan bagaimana cara untuk memperoleh program-program yang tepat dan baik untuk digunakan sebagai media pembelajaran digital dengan biaya yang murah dan mudah. Berdasarkan hal tersebut maka pelatihan literasi digital untuk guru PAUD di wilayah Sukabumi Jawa Barat sangat diperlukan, agar guru terampil memperoleh dan memanfaatkan program-program pembelajaran berbasis teknologi digital serta menerapkannya di setiap pembelajaran. Pelatihan literasi digital yang dimaksud adalah bagaimana guru memanfaatkan situs pembelajaran melalui aplikasi play store pada hand phone android untuk memperoleh free books dan men-download berbagai materi atau media pembelajaran dengan youtube. Subjek sasaran kegiatan adalah 18 orang guru PAUD se-kota Sukabumi dan mahasiswa PGPAUD di Universitas Muhammadiyah Sukabumi (UMMI). Penentuan sasaran merupakan hasil kajian kebutuhan di tengah masyarakat Sukabumi yang belum memahami pemanfaatan dan penggunaan perangkat pembelajaran IT yang murah dan mudah dari aplikasi di playstore dan youtube HP android atau laptop yang dimilikinya, untuk lebih menarik minat belajar literasi anak. Melalui subjek sasaran kegiatan diharapkan dapat meningkatkan pengetahuan cara meningkatkan literasi pada anak usia dini melalui program-program digital, diharapkan guru PAUD menjadi agen perubahan yang modern dan berkeunggulan di tengah masyarakat.
Scholars have recently sought to explain why some voters remain loyal to “their” parties or candidates “no matter what they do” – an attitude that has been labeled as obstinate partisanship (OP) and limits electoral accountability. We argue that the development of OP may have to do, at least partly, with people’s (in)ability to critically evaluate political information and their tendency to isolate themselves in online bubbles of congenial information and interactions. Building on this framework, we use two-wave panel survey data (NW1 = 1,259; NW2 = 982) to explore direct and indirect associations between information evaluation – a key component of information literacy – and OP. We find that information evaluation is negatively associated with OP in cross-sectional and autoregressive regression models. Analyses also support an indirect relationship between information evaluation and OP through political homophily in social media and online. We discuss possible implications for democracy and information literacy initiatives.
The current study aims to examine the association between digital literacy (DL), Internet addiction (IA) and cyberloafing (CL) levels of higher education students in Turkey. In addition, the study examined the correlation between “daily Internet use,” “initial Internet usage,” and “purpose of Internet use” with the variables of DL, IA, and CL. The study groups consisted of 1220 higher education students including all faculties and all grades of a state university. The “Digital Literacy Scale,” “Internet Addiction Scale,” and “Cyberloafing Scale” were used as data collection instruments. The study’s findings revealed initial Internet usage to be a predictor of DL, IA, and CL. Similarly, participants who spent more than 6 h using the Internet during a day have a higher level of DL, CL, and IA. Results from structural equation modeling reported a positive association between DL and IA, a negative association between DL and CL, and a positive relationship between IA and CL. Moreover, an indirect effect was revealed from DL to CL through IA. The study suggests improving students’ DL skills, as they form the basis of avoiding CL behavior, and using the Internet mostly for educational purposes.
A digital footprint is simply defined as the trace of users' online activities. Another definition explains the digital footprint as the trace left by the online and offline activities of users electronically in electronic media (database, server, etc.). Social media shares, web pages visited, e-mails sent, and online games played are some of the parts that make up the digital footprint. In short, the records of the interaction between the individual and the virtual electronic world constitute the digital footprint. In this direction, the aim of this study is to determine the digital footprint awareness of university students and to determine their general views on the digital footprint, and the time they spend in electronic tools and environments.
This study aims to describe the level of digital literacy and cyberbullying behavior in adolescents on social media Instagram and to analyze the effect of digital literacy on cyberbullying behavior among adolescents on Instagram social media. The theory used is Gilster's theory of digital literacy. This study uses a quantitative approach with a correlational research type. The population in this study is late adolescents who are active students at the Faculty of Economics and Business, Universitas Islam Kebangsaan Indonesia Bireuen who use Instagram as media, totaling 70 people. The sampling technique is the total sample, namely the number of samples is the same as the population. With certain criteria by researchers, namely late adolescents aged 18-21 years, using Instagram, and active students at the Faculty of Economics and Business, Universitas Islam Kebangsaan Indonesia, Bireuen. The results showed that the level of competency in digital literacy at the average of the subject of the research is high totaling 55 persons or 78,57%, the remaining is 15 persons or 21,42%, which pose at medium level. The level of cyberbullying behavior at the average of the research subject is categorized as low totaling 50 persons or 71,42 %, the remaining is 20 persons or 28.57%, which is categorized as medium. This indicates that the subjects of the research are not only competent in using the social media but also they have had critical thinking on the information they obtained from internet or social media. They also can identify the validity of the information, recheck and used digital media to prove the validity of the information.
Digital literacy is considered a crucial skill in the current pandemic conditions and enhances lifelong learning competencies. The change in learning patterns from face-to-face to online-based learning causes digital literacy as a basis that students must master. Digital literacy can develop if students are accustomed to using technology in education. The RICOSRE Learning Model, which is carried out with the help of the Learning Management System (SIPEJAR), requires students to make maximum use of technology during the learning process. This process has the potential to empower digital literacy. This study aimed to reveal the digital literacy profile of students after applying the LMS-based RICOSRE learning model. A descriptive study with a qualitative approach was employed. The technique used in this research was a survey. The research subjects took the Protista course from the Biology Student program at Universitas Negeri Malang, consisting of 65 students. The data were obtained using a digital literacy questionnaire instrument by Son. The data obtained were analyzed based on five digital literacy indicators to get a students' digital literacy profile. The results of this study are stated as follows. All students have used technology starting from elementary school, and they have been using it for social media, learning new things, or business. Student has good self-ratings of computing and digital skill; Student usually uses digital technology, but lacks personal websites and manages it; Average score of Digital literacy test is 82%. These findings are expected to develop students' Digital Literacy in future research.
Bu çalışmanın amacı sınıf öğretmenlerinin dijital akıcılık düzeylerini geliştirmek için hazırlanan programın öğretmenlerin dijital akıcılık düzeylerine etkisini incelemektir. Bu amaç doğrultusunda öğretmenlerin dijital akıcılık düzeylerini belirlemede kullanabilecek geçerli ve güvenilir bir ölçme aracı geliştirmiştir. Çalışma nicel araştırma desenlerinden öntest-sontest kontrol gruplu yarı deneysel desende yürütülmüştür. Bu araştırmanın bağımsız değişkeni deney grubuna ön-test ile son-test arasında verilen Dijital Akıcılık Öğretmen Eğitimi olup, bağımlı değişkeni katılımcıların dijital akıcılık düzeyleridir. Ölçek geliştirme kısmında çalışmanın örneklemini, 2020-2021 eğitim öğretim yılı güz döneminde Adana’daki devlet okullarında görev yapan 1068 sınıf öğretmeni oluşturmuştur. Dijital Akıcılık Ölçeğinin yapı geçerliğini belirlemek için Açımlayıcı Faktör Analizi ve ortaya çıkan modelin yapı geçerliğini değerlendirmek için Doğrulayıcı Faktör Analizi yapılmıştır. Bu süreçler sonucunda 29 madde ve “dijital vatandaşlık, araştırma ve geliştirme, iletişim ve iş birliği, akıcılık ve yenilik ile eleştirel düşünme ve yeniden tasarlama” olmak üzere beş alt boyutlu ölçek elde edilmiştir. Araştırmanın temel amacı kapsamında 26 öğretmen deney grubunda ve 26 öğretmen kontrol grubunda olmak üzere iki farklı grupta 52 sınıf öğretmeni ile çalışılmıştır. Araştırmada veriler Dijital Akıcılık Ölçeği ile elde edilmiştir. Araştırma kapsamında deney grubundaki öğretmenlere 30 saatlik Dijital Akıcılık Öğretmen Eğitimi uygulanmış, kontrol grubuna ise herhangi bir uygulama yapılmamıştır. Bu süreçler tamamlandıktan sonra etik ilke olarak kontrol grubundaki öğretmenlere Dijital Akıcılık Öğretmen Eğitimi verilmiştir. Araştırma sürecinde deney ve kontrol gruplarına deneysel işlemden önce ön-test, deneysel işlemden sonra son-test ölçümleri yapılmıştır. Çalışma sonucunda toplanan veriler, SPSS 26 ve AMOS programlarıyla analiz edilmiştir. Çalışmanın sonucunda verilerin analizinden elde edilen bulgulara göre deney grubu ile kontrol grubundaki öğretmenler arasında deney grubu lehine yüksek düzeyde anlamlı bir fark olduğu sonucuna ulaşılmıştır.
Bu çalışma sonucunda, uygulanan Dijital Akıcılık Öğretmen Eğitim Programının deney grubundaki öğretmenlerin dijital akıcılık düzeylerinde artış sağladığı bulguları elde edilmiştir. Bu sonuçlar doğrultusunda Dijital Akıcılık Öğretmen Eğitim Programının öğretmenlerin dijital akıcılık düzeylerini geliştirmede etkili bir program olduğu söylenebilir. Araştırma kapsamında elde edilen bulgular alan yazın temelli tartışılarak yorumlanmış ve öneriler sunulmuştur.
Full-text available at: http://refleksje.zcdn.edu.pl/wp-content/uploads/2022/06/REFLEKSJE-4_2022.pdf -------------->
The features of the contemporary information environment make it necessary to develop people’s digital competences. The role of educational systems, and therefore teachers, is to improve their own and students’ digital competences. It is a combination of knowledge, skills, and attitudes necessary to effectively live, learn and work in a society, where communication and information are increasingly being accessed through digital technologies. This article defines digital literacy and digital competences and presents European reference frameworks for the development and understanding of these competences (DigComp and DigCompEdu). The final part of the article outlines the directions for incorporating digital technology into educational practice.
Digital literacy involves more than the mere ability to use software or operate a digital device; it includes a large vari- ety of complex cognitive, motor, sociological, and emotional skills, which users need in order to function effectively in digital environments. The tasks required in this context in- clude, for example, "reading" instructions from graphical displays in user interfaces; using digital reproduction to cre- ate new, meaningful materials from existing ones; construct- ing knowledge from a nonlinear, hypertextual navigation; evaluating the quality and validity of information; and have a mature and realistic understanding of the "rules" that prevail in the cyberspace. This newly emerging concept of digital literacy may be used as a measure of the quality of learners' work in digital environments, and provide scholars and de- velopers with a more effective means of communication in designing better user-oriented environments. This article pro- poses a holistic, refined conceptual framework for digital lit- eracy, which includes photo-visual literacy; reproduction lit- eracy; branching literacy; information literacy; and socio- emotional literacy.
As is the case with most developed countries, pressures from various sectors of society have seen computers make a big presence in Australian education systems in the last decade. In the state of Victoria, integrating learning technology (LT) into all key learning areas of every school's curriculum has been a priority policy of governments. Over the last 8-10 years, large amounts of money have been provided to set schools up with computers and associated technologies. In the area of science, a range of LT resources is available for use in the teaching and learning processes in the classroom. However, there has been limited evaluation into teachers' attitudes towards, and types of, methodology and effectiveness of usage of computer-based technologies in knowledge construction. Using both quantitative and qualitative methods, a study aimed at identifying science teachers' opinions and practices with the use of computer-based technologies in their teaching has been carried out in Victorian government schools. The focus of this paper is on the attitudes of these science teachers towards the use of computer-based technologies in their teaching. The study showed that most teachers have embraced the introduction of these technologies into the school structure well and are generally positive about their potential in the classroom. However, their use in the classrooms is infrequent and often on an ad hoc basis. A range of obstacles preventing the use of these technologies are identified and discussed in this paper.
The idea of the ‘digital natives’, a generation of tech-savvy young people immersed in digital technologies for which current education systems cannot cater, has gained widespread popularity on the basis of claims rather than evidence. Recent research has shown flaws in the argument that there is an identifiable generation or even a single type of highly adept technology user. For educators, the diversity revealed by these studies provides valuable insights into students' experiences of technology inside and outside formal education. While this body of work provides a preliminary understanding, it also highlights subtleties and complexities that require further investigation. It suggests, for example, that we must go beyond simple dichotomies evident in the digital natives debate to develop a more sophisticated understanding of our students' experiences of technology. Using a review of recent research findings as a starting point, this paper identifies some key issues for educational researchers, offers new ways of conceptualizing key ideas using theoretical constructs from Castells, Bourdieu and Bernstein, and makes a case for how we need to develop the debate in order to advance our understanding.
The growing use of information and communications technologies in commerce and industry is once again encouraging debate and questioning of the development of students' skills and knowledge in this domain. Whereas in the past, the debate has centred on school education, questions about ICT literacy are now being raised in the context of post-compulsory education. Post-compulsory education sits ahead of employment and ICT literacy in the population and workforce is seen as an important component of a nation's competitiveness and advancement. This paper explores the concept ICT literacy in the light of new technologies and suggests factors that are currently seen to limit and impede its attainment.
The purposes of this article are to position mixed methods research (mixed research is a synonym) as the natural complement to traditional qualitative and quantitative research, to present pragmatism as offering an attractive philosophical partner for mixed methods research, and to provide a framework for designing and conducting mixed methods research. In doing this, we briefly review the paradigm “wars” and incompatibility thesis, we show some commonalities between quantitative and qualitative research, we explain the tenets of pragmatism, we explain the fundamental principle of mixed research and how to apply it, we provide specific sets of designs for the two major types of mixed methods research (mixed-model designs and mixed-method designs), and, finally, we explain mixed methods research as following (recursively) an eight-step process. A key feature of mixed methods research is its methodological pluralism or eclecticism, which frequently results in superior research (compared to monomethod research). Mixed methods research will be successful as more investigators study and help advance its concepts and as they regularly practice it.
The idea that a new generation of students is entering the education system has excited recent attention among educators and education commentators. Termed 'digital natives' or the 'Net generation', these young people are said to have been immersed in technology all their lives, imbuing them with sophisticated technical skills and learning preferences for which traditional education is unprepared. Grand claims are being made about the nature of this genera-tional change and about the urgent necessity for educational reform in response. A sense of impending crisis pervades this debate. However, the actual situation is far from clear. In this paper, the authors draw on the fields of education and sociology to analyse the digital natives debate. The paper presents and questions the main claims made about digital natives and analyses the nature of the debate itself. We argue that rather than being empirically and theoretically informed, the debate can be likened to an academic form of a 'moral panic'. We propose that a more measured and disinterested approach is now required to investigate 'digital natives' and their implications for education.
We live in a society largely driven by science and technology. As more scientific and technological issues dominate public debates at national and international levels, it is important to ensure that our students become global citizens who are scientifically literate. However, many students have poor attitudes and low engagement levels toward the learning of science. This book puts forward an argument that we should capitalise on the affordances that digital technologies offer in enabling better science learning, the general technological interest and knowledge of young people and the motivating influence of technology for learning, to foster the development of scientific literacy in students.
Part one of this paper highlights how students today think and process information fundamentally differently from their predecessors, as a result of being surrounded by new technology. The author compares these “digital natives” with the older generation who are learning and adopting new technology naming them “digital immigrants”.
This paper interrogates the currently pervasive discourse of the ‘net generation’ finding the concept of the ‘digital native’ especially problematic, both empirically and conceptually. We draw on a research project of South African higher education students' access to and use of Information and Communication Technologies (ICTs) to show that age is not a determining factor in students' digital lives; rather, their familiarity and experience using ICTs is more relevant. We also demonstrate that the notion of a generation of ‘digital natives’ is inaccurate: those with such attributes are effectively a digital elite. Instead of a new net generation growing up to replace an older analogue generation, there is a deepening digital divide in South Africa characterized not by age but by access and opportunity; indeed, digital apartheid is alive and well. We suggest that the possibility for digital democracy does exist in the form of a mobile society which is not age specific, and which is ubiquitous. Finally, we propose redefining the concepts ‘digital’, ‘net’, ‘native’, and ‘generation’ in favour of reclaiming the term ‘digitizen’.
After more than two decades of computers in education in Australian schools there is still confusion at all levels about why
technology matters and widespread reluctance to move beyond the tokenistic use of computers in classrooms. Why? The reasons
are probably many and varied but this chapter proffers the notion that the confusion and reluctance stems from the lack of
a shared vision, at the school and classroom level, and the lack of pragmatic teaching frameworks that take into account the
realities of teaching in the 21st century. In this chapter scenario planning will be applied to the conundrum that is, Information and Communication Technologies in Education (ICTE). The focal point
selected will be how ICT’s impact on teaching and learning. The organizational mental models that exist range from, the use
of ICT underpinned by constructivist theory, to the behaviorist view, that technology makes learning faster, easier and cheaper.
Colliding forces and trends include; outcomes based curriculum, rapidly changing technology, and increasing accountability.
Two themes are chosen. The first theme, not surprisingly, is the technology itself. We can choose to saturate teaching and
learning with technology or not. The second theme is teaching and learning theory. The two themes are placed on a continuum,
intersected, and positioned on a matrix. From the matrix scenarios are extracted and presented as vignettes. It will be argued
that the scenario planning stages of establishing a focal point, identifying organizational mental models, and conducting
an environmental scan can greatly assist schools in developing a shared vision, and that the teasing out of narratives can
greatly assist in the development of realistic teaching methods.
This article reports key findings from the first phase of a research project investigating Net generation age students as they encounter e-learning at five universities in England. We take a critical view of the idea of a distinct generation which has been described using various terms including Net generation and Digital Natives and explore age related differences amongst first year university students. The article draws on evidence from a survey of first year undergraduates studying a range of pure and applied subjects. Overall we found a complex picture amongst first-year students with the sample population appearing to be a collection of minorities. These included a small minority that made little use of some technologies and larger minorities that made extensive use of new technologies. Often the use of new technology was in ways that did not fully correspond with the expectations that arise from the Net generation and Digital Natives theses. The article concludes that whilst there are strong age related variations amongst the sample it is far to simplistic to describe young first-year students born after 1983 as a single generation. The authors find that the generation is not homogenous in its use and appreciation of new technologies and that there are significant variations amongst students that lie within the Net generation age band.
Considerable evidence indicates that domain specific knowledge in the form of schemas is the primary factor distinguishing experts from novices in problem-solving skill. Evidence that conventional problem-solving activity is not effective in schema acquisition is also accumulating. It is suggested that a major reason for the ineffectiveness of problem solving as a learning device, is that the cognitive processes required by the two activities overlap insufficiently, and that conventional problem solving in the form of means-ends analysis requires a relatively large amount of cognitive processing capacity which is consequently unavailable for schema acquisition. A computational model and experimental evidence provide support for this contention. Theoretical and practical implications are discussed.
This study investigated the extent and nature of university students’ use of digital technologies for learning and socialising. The findings show that students use a limited range of mainly established technologies. Use of collaborative knowledge creation tools, virtual worlds, and social networking sites was low. ‘Digital natives’ and students of a technical discipline (Engineering) used more technology tools when compared to ‘digital immigrants’ and students of a non-technical discipline (Social Work). This relationship may be mediated by the finding that Engineering courses required more intensive and extensive access to technology than Social Work courses. However, the use of technology between these groups is only quantitatively rather than qualitatively different. The study did not find evidence to support popular claims that young people adopt radically different learning styles. Their attitudes to learning appear to be influenced by lecturers’ teaching approaches. Students appear to conform to traditional pedagogies, albeit with minor uses of tools delivering content. The outcomes suggest that although the calls for transformations in education may be legitimate it would be misleading to ground the arguments for such change in students’ shifting patterns of learning and technology use.
Generational differences are seen as the cause of wide shifts in our ability to engage with technologies
and the concept of the digital native has gained popularity in certain areas of policy and practice.
This paper provides evidence, through the analysis of a nationally representative survey in the UK,
that generation is only one of the predictors of advanced interaction with the Internet. Breadth of
use, experience, gender and educational levels are also important, indeed in some cases more important
than generational differences, in explaining the extent to which people can be defined as a digital native. The evidence provided suggests that it is possible for adults to become digital natives, especially in the area of learning, by acquiring skills and experience in interacting with information and communication technologies. This paper argues that we often erroneously presume a gap between educators and students and that if such a gap does exist, it is definitely possible to close it.
The goal of DigEuLit is to develop a European Framework for Digital Literacy (EFDL): a definition, generic structure, and set of tools which will enable educators, trainers and learners to share an understanding of what constitutes digital literacy and how it can be mapped into European educational practice.
This paper reports on a study conducted in 2006 with more than 2,000 incoming first-year Australian university students. Students were asked about their access to, use of and preferences for an array of established and emerging technologies and technology based tools. The results show that many first year students are highly tech-savvy. However, when one moves beyond entrenched technologies and tools (e.g. computers, mobile phones, email), the patterns of access and use of a range of other technologies show considerable variation. The findings are discussed in light of Prensky's (2001a) notions of the 'Digital Natives' and the implications for using technology to support teaching and learning in higher education. Yes Yes
Introduction. Theoretical approaches and frameworks that help us to understand the contemporary notion of information and communication technology (ICT) literacy in the formal education sector are reviewed and examined. Method. The analysis is conducted from a technology (i.e., computer science) conceptual perspective. The focus is on those aspects of new literacies that are directly related to the use of ICT. Structured literature review and documentary research techniques are applied. Analysis. Relationships between ICT literacy, information literacy, media literacy and other new literacies are clarified. Important terms - 'ICT', 'literacy' and 'ICT literacy' - are discussed. An analytical framework for the investigation of contemporary understandings of ICT literacy is presented. Three analytical dimensions of ICT literacy - (1) intended, (2) implemented and (3) achieved - are employed in this framework. The main perspectives and structural approaches that can be applied for the examination of ICT literacy in each of these three dimensions are discussed. Results. The proposed analytical framework reveals links between (1) the conceptual approaches and initial aims of ICT literacy policies, proposed at the top-level of policymaking; (2) teaching and learning practices, implemented at the middle-level of educational system and (3) ICT literacy learning experiences and students' outcomes, expected at the base-level of educational system. Conclusion. . It is argued that this analytical framework can be applied for an integrated analysis of ICT literacy. The framework provides a conceptual structure for discovering inconsistencies in the understanding of ICT literacy at various levels of educational systems.
In the e-permeated society, a society also increasingly unpredictable and uncertain, “digital literacy” becomes not only a key factor in enabling participation in education, as well as employment and other aspects of social life, but also a means of gaining some understanding of the world. The DigEuLit project, funded by the EC eLearning Initiative, has a task of defining digital literacy and developing a framework and tools for digital literacy development in European educational settings. We have observed converging literacies which have gained new relevance in digital environments, and proposed a definition of digital literacy which focuses on the processes of using digital tools to support the achievement of goals in the individual’s life-situation. A suite of online tools is being developed to enable digital literacy progress to be tracked by teachers and learners, and evolution of these tools will continue beyond the life of the project.
Introduction. Theoretical approaches and frameworks that help us to understand the contemporary notion of information and communication technology (ICT) literacy in the formal education sector are reviewed and examined.
Method. The analysis is conducted from a technology (i.e., computer science) conceptual perspective. The focus is on those aspects of new literacies that are directly related to the use of ICT. Structured literature review and documentary research techniques are applied.
Analysis. Relationships between ICT literacy, information literacy, media literacy and other new literacies are clarified. Important terms - 'ICT', 'literacy' and 'ICT literacy' - are discussed. An analytical framework for the investigation of contemporary understandings of ICT literacy is presented. Three analytical dimensions of ICT literacy - (1) intended, (2) implemented and (3) achieved - are employed in this framework. The main perspectives and structural approaches that can be applied for the examination of ICT literacy in each of these three dimensions are discussed.
Results. The proposed analytical framework reveals links between (1) the conceptual approaches and initial aims of ICT literacy policies, proposed at the top-level of policymaking; (2) teaching and learning practices, implemented at the middle-level of educational system and (3) ICT literacy learning experiences and students' outcomes, expected at the base-level of educational system.
Conclusion. . It is argued that this analytical framework can be applied for an integrated analysis of ICT literacy. The framework provides a conceptual structure for discovering inconsistencies in the understanding of ICT literacy at various levels of educational systems.
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