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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.
... In particular, research shows that digital literacy skills can enhance students' linguistics outcomes (Yu & Zadorozhnyy, 2022). Ng (2012) proposed a three-aspect model of digital literacy. The technical aspect of digital literacy refers to one's ability to process technical skills to utilize ICT for learning purposes. ...
... The third aspect involves using proper language to avoid misunderstanding and protecting one's privacy. In the current study, digital literacy is operationally defined as technical, cognitive and social-emotional aspects of utilizing information and communication technologies in language learning activities (Ng, 2012). ...
... In the current digital era, both self-efficacy and digital literacy are crucial for adapting to rapidly changing technologies and environments (Ng, 2012). Both self-efficacy and digital literacy underscore an individual's capacity to successfully navigate uncertain situations to achieve positive outcomes. ...
Despite the proliferation of studies on computer‐assisted language learning, scant research attention has been paid to informal digital learning of English (IDLE) and its antecedents. Therefore, the current study aimed to investigate whether Iranian EFL learners' L2 grit, digital literacy and self‐efficacy contributed to their IDLE. A total of 313 EFL learners (96 males, 217 females), selected through snowball sampling, completed an electronic survey. Structural equation modelling (SEM) was employed to analyse the relationships between the main variables. The results of SEM analysis revealed that EFL learners' digital literacy, L2 grit and self‐efficacy significantly influenced their engagement with IDLE activities. In addition, the findings revealed that digital literacy was the strongest predictor of EFL learners' IDLE. These findings highlight the significance of digital literacy skills coupled with positive personality‐based and cognitive variables in forming learners' tendency to learning English in informal digital settings. The study implied that positive characteristics could enhance cognitive and psychological resources, leading to positive outcomes (ie, IDLE). Finally, implications were offered.
Practitioner notes
What is already known about this topic Gritty language learners with high self‐efficacy are more likely to master language skills inside and outside the classroom.
Digital literacy can increase learners' tendency to learn English through digital platforms.
What this paper adds Digitally literate EFL learners with high levels of grit and self‐efficacy practise IDLE activities.
Digital literacy plays a more important role in IDLE compared to personality‐related and cognitive factors.
Implications for practice EFL teachers are recommended to model using digital platforms for language learning in out‐of‐class digital settings.
EFL teachers can increase EFL learners' grit and self‐efficacy through interventions to enhance their engagement in IDLE‐embedded activities.
... In this study, digital skills refer to the digital skills that are relevant during the 21 st century, which are the information digital skills, collaboration digital skills, critical thinking skills, creative digital skills and problem-solving digital skills as studied by van Laar et al. (2019). Referring to these digital skills in the 21 st century, the Digital Literacy Model (Ng, 2012) combines these skills into three dimensions which are the technical dimension, cognitive dimension and social-emotional dimension. The technical dimension generally explains the ability of one to use their technical or operational skills while using ICT for learning and other activities. ...
... Central to the three dimensions in the Digital Literacy Model (Ng, 2012), lies the critical literacy which explains the need to be critical in all three dimensions such as the skills in operating technology, being critical in handling online information as well as being critical in the social-emotional area. Essentially, the model encapsulates the required skills needed in the 21 st century as set out by van Laar et al. (2019) and is relevant in assessing digital skills of individuals that may be required in surviving the current digital changes currently taking place in the digital landscape. ...
... According to the literature, the possession of digital skills is able to ignite the entrepreneurship intention of an individual (Oggero et al., 2019;Shukla et al., 2020;Bayrakdaroğlu &Bayrakdaroğlu, 2017;Arnim & Mrozewski, 2020). With reference to the findings of Anthonysamy (2020), which found that Malaysian youth lack in cognitive and social-emotional digital skills, this paper assessed the digital skills based on the three dimensions of the Digital Literacy Model (Ng, 2012) against the entrepreneurship intention of Accounting undergraduates. Fundamentally, this research is conducted based on the Theory of Planned Behaviour (TPB), where individuals will perform a specific behaviour through developed intentions that are progressed through subjective norm, perceived behavioural control and attitude towards behaviour. ...
The purpose of this study is to study the impact of digital skills in developing entrepreneurship intention. Three dimensions of digital skills are studied which are technical digital skills, cognitive digital skills and social-emotional digital skills. An online survey was conducted among 52 Accounting undergraduates in a local university. Correlation and regression analysis was conducted in SPSS to study the impact between the variables. The results show that technical digital skills and social-emotional digital skills have a positive and significant impact on Accounting undergraduates’ entrepreneurship intention. Meanwhile, cognitive digital skills do not impact Accounting undergraduates’ entrepreneurship intention.
... Digital literacy, often defined as the ability to locate, evaluate, and effectively use digital tools, is increasingly recognized as a critical competency in modern education. In the context of business education, where digital tools and platforms are becoming integral to teaching and learning, students who are digitally literate are better positioned to engage with course materials, collaborate with peers, and apply knowledge to real-world situations (Ng, 2012). Research has shown that students with higher levels of digital literacy tend to exhibit greater engagement in their learning, as they are more comfortable navigating online resources, participating in digital discussions, and utilizing educational technology (Eshet, 2004). ...
... b. Digital Literacy: This section will measure participants' digital literacy levels using a scale adapted from (Ng, 2012) The scale will assess students' ability to navigate digital tools, critically evaluate online content, and engage with digital platforms. ...
... The study focuses on four main variables: digital literacy, technological adoption, collaborative learning, and student engagement. The measurement of these variables will be conducted using reliable and validated scales, as detailed below: a. Digital Literacy: Measured using a scale adapted from (Ng, 2012), consisting of 10 items that assess digital skills, critical evaluation of digital content, and the ability to use digital tools effectively. b. ...
This study explores the influence of digital literacy, technological adoption, and collaborative learning on student engagement in business education. Utilizing a quantitative research design, data were collected from 300 undergraduate students enrolled in business programs through a structured questionnaire. The analysis employed descriptive statistics, correlation analysis, and multiple regression techniques to investigate the relationships between the variables. The results revealed that digital literacy, technological adoption, and collaborative learning significantly contribute to student engagement, with collaborative learning emerging as the strongest predictor. The findings underscore the importance of enhancing digital literacy and promoting technology use in educational settings, alongside fostering collaborative learning experiences, to improve student engagement in business education. These insights have implications for educators and curriculum designers seeking to create more effective and engaging learning environments.
... It is important to continuously improve in this area. Digital literacy covers a variety of abilities, such as proficiently utilizing digital tools, critically assessing digital content, and comprehending the ethical consequences of digital involvement (Ng, 2012). Digital literacy is essential in higher education as it equips students with the necessary skills to meet the digital requirements of the contemporary workforce (Gilster, 1997).Conclude the reserch problems. ...
... As the tourism industry increasingly integrates digital technologies into its operations, students must develop robust digital abilities to remain competitive and adaptable in a rapidly evolving landscape (Buhalis & Law, 2008). The results align with previous studies emphasizing the necessity for higher education institutions to prioritize digital competency development to meet the demands of modern workplaces (Ng, 2012) ...
Background and Aims: The digital economy, digital transformation of tourism enterprises, and new forms of employment have created new demands for the study and future career development of tourism management among undergraduate students. The digital literacy level of these students directly impacts their future employment opportunities, skill development, and even the pace of digital development in tourism professional education. The objectives of this research are 1) to extract the components of digital literacy in the tourism management of undergraduate students and 2) to develop a digital literacy evaluation model for the tourism management of undergraduate students. Methodology: The research reviews relevant theoretical concepts, including digital literacy and information literacy. The processes in this research are as follows: 1) reviewing the theoretical basis of the study 2) defining related concepts such as digital literacy, information literacy, etc. Reviewed research on the digital literacy for tourism management of undergraduate students, providing a theoretical and practical foundation for this paper's research. 2) To take 1,308 tourism management undergraduate students in China as the survey subjects, the current status of their digital literacy was investigated. To analyze the survey results and extract the components of digital literacy among tourism management undergraduate students. 3) We selected 21 experts, used the Delphi method to determine the components of the digital literacy evaluation model, and then used the network analysis method to determine the weight of each component. Finally, we designed a digital literacy evaluation model that is suitable for undergraduate students studying tourism management. Results: The study's results indicate that the model clearly demonstrates the relationships and relative importance of the components of tourism management for undergraduate students. Teachers can effectively use this model to assess students' digital literacy levels and provide them with personalized support and guidance. Students can use this model to improve their digital literacy levels and adapt to the digital age's development sequentially and purposefully. Conclusion: The model clearly shows how tourist management instructional features are weighted. Teachers can measure students' digital literacy with this strategy. Students' digital tourist management skills are improving as teachers customize aid and advise. This method could streamline and personalize education to better prepare students for tourism.
... Sanchez-Cruzado et al. (2021) state that teachers' knowledge of digital literacy influences the use of technological tools. Ng (2012) reached the conclusion in a study with university students that digital literacy is related to the use of technological tools. As teachers' levels of digital literacy increase, they may better understand and use digital technologies and integrate them into the learning process of children. ...
... Sanchez-Cruzado ve diğerleri (2021) öğretmenlerin dijital okuryazarlık ile ilgili bilgilerinin teknolojik araç-gereç kullanımlarını etkilediğini belirtmektedirler. Ng (2012), üniversite öğrencileriyle yapılan çalışmasında dijital okuryazarlık ile teknolojik araç-gereç kullanımının ilişkili olduğu sonucuna ulaşmıştır. Öğretmenlerin dijital okuryazarlık seviyelerinin artması, onların dijital teknolojileri daha etkili bir şekilde anlamalarını, kullanmalarını ve çocukların öğrenim sürecine dahil etmelerini sağlayabilir. ...
... This empowers them to construct new knowledge, create media expressions, and effectively communicate with others. A study by Ng (2012) proposed DL model identified three primary literacy domains that existed: technical, cognitive, and socioemotional (5). In the Malaysian context, the implications of new digital technologies for redefining content and literacy, particularly among Malaysian youths and students, have yet to be fully explored. ...
... This empowers them to construct new knowledge, create media expressions, and effectively communicate with others. A study by Ng (2012) proposed DL model identified three primary literacy domains that existed: technical, cognitive, and socioemotional (5). In the Malaysian context, the implications of new digital technologies for redefining content and literacy, particularly among Malaysian youths and students, have yet to be fully explored. ...
Introduction: The greatest challenge in dental education is the need to adapt consistently and adjust to the advancement of digital dentistry and its application in dental practice. Thus, the scarcity of digital literacy (DL) levels among Malaysian dental students must be addressed to identify areas in dental education that need improvement. Materials and methods: Online self-administered questionnaires were distributed to 668 Malaysian dental students that have been proportionately sampled. A total of 501 (75% response rate) dental students from 11 dental schools completed the validated questionnaire. The mean score of the DL level was analysed with the p-value set at 0.05. Results: The majority of Malaysian dental students reported high skill levels in ‘uploading documents online’ (95.21%), ‘sending and receiving e-mails’ (94.61%), and ‘using different social media platforms’ (92.41%). Overall, the mean score of the dental students' DL level was considered to be in the ‘moderate’ range with a mean score of 31.13 (SD ± 4.95). After adjusting the relevant confounders, multiple linear regression predicted that dental students from public dental schools positively influence the DL level (p= 0.026). Conclusion: Malaysian dental students possess a moderate level of DL skills. Current dental education and training need to prioritize efforts to increase DL levels among undergraduates. This data presents an opportunity for policymakers and educators to modify the current educational method to advance students' current learning methods.
... Given the importance of digital competencies, it is important to be clear on exactly what is meant by digital competencies, also often referred to as digital capabilities, skills or literacies-with the terms used interchangeably. Various definitions have been developed, beginning with those related to computer literacy, advancing to the use of a range of technologies, and now incorporating functioning in digital communities through knowledge creation, sharing and communication [16], and evaluation of information [17], and extending to social issues such as privacy [18]. Digital competency frameworks tend to be multi-faceted. ...
... Although the evidence does not support digital nativity, this rhetoric has been extremely persistent and continues to dominate in research and practice, especially in Western thinking [32], meaning that universities may not prioritise support with digital skills. Not prioritising this support misses an opportunity because, despite not being as digitally able as initially proposed, individuals within the so-called digital native generation can identify their skill level, including areas of weakness [10,33], and designated training in digital competencies has been demonstrated to be beneficial [18,24,29]. As such, it is recommended that universities do more to support these competencies, moving beyond short training courses [33] to offer more substantive training [34]. ...
Digital competencies are critical to success in higher education, and yet these skills are often not explicitly taught to students. We have previously designed and evaluated a university-wide digital skills programme using quantitative methods. In the current study, we aim to better understand the student experience of this programme by conducting semi-structured interviews with those completing the programme. Twelve students were interviewed, and data were thematically analysed to reveal five themes. Firstly, students defined digital competencies in line with tridimensional models but also noted that these competencies were deployed in a goal-directed fashion. Secondly, prior learning was explored, with some students noting they had received training as part of specific qualifications at school but many relying on self and peer-teaching. This fed into the third theme, which related to motivations for training in which students noted the appeal of a comprehensive programme with certification on completion but also a need to address their lack of skills or confidence and maximise their university experience. The fourth theme revealed that the student learning journey through the programme varied considerably. Online learning was perceived as having strengths and weaknesses and whilst the diversity of resources was welcomed, pacing was mixed. Finally, the data demonstrated training was impactful, both in terms of teaching and learning and the wider student experience, allowing students to be more digitally aware and proficient in all areas of digital competency. The findings of the current study indicate that there is value in offering university-wide digital skills training.
... It is the ability to generate and distribute meaning in various formats, effectively create, collaborate, and communicate, and grasp how and when digital tools may best support these processes [20,21]. digital literacy paradigm identifies the four primary components of digital literacy in education: attitude, technical skills, cognition, and social competence [17,22,23]. ...
... Ng's DLS (2012) includes 17 items developed by , whose key domains are attitude, technical, cognitive, and social [25,23]. Sample items are '' I like using Information and communication technologies (ICT) for learning '' and '' ICT enables me to collaborate better with my peers on project work and other learning activities. ...
Background
Academic stress is a prevalent issue affecting students' well-being and academic achievement in today's challenging educational environment. Furthermore, combining digital literacy and self-regulation enhances emotional intelligence, creating a holistic "digitally regulated emotional intelligence" strategy to reduce academic stress effectively. This study emphasizes the significance of developing these abilities in educational settings to prepare students for success in a complex and technology-driven world.
Aim
To assess emotional intelligence and academic stress among healthcare students and investigate the mediating role of students’ digital literacy and self-regulation.
Methods
A cross-sectional study was conducted to examine correlations and describe quantitative data. Data on two hundred forty students were collected from Fatima College of Health Sciences in the 2023–24 academic year. Pearson's correlation coefficient was applied to assess the associations between variables, and univariate linear regression was employed to investigate the connections between emotional intelligence and pertinent variables. The Hayes Process Model 4 macro was used to study how students' digital literacy and self-regulation mediate the relationship between emotional intelligence and academic stress.
Results
Emotional intelligence, digital literacy, and self-regulation were high. Furthermore, the academic stress level was moderate. The mediation analysis revealed that the direct effect of emotional intelligence on academic stress in the presence of the mediators was significant (t = 3.830, p < 0.001). Hence, digital literacy partially mediated the relationship between emotional intelligence and academic stress. On the other hand, self-regulation had no mediation effect on the relationship above.
Conclusion
The study noted significant connections between study attributes, mainly showing the substantial relationship between emotional intelligence and academic stress. Higher emotional intelligence did not consistently reduce stress levels for moderately stressed students, suggesting that other factors may influence their stress levels. Furthermore, digital literacy mediated between emotional intelligence and academic stress, implying that proficient use of online resources could help reduce stress in students with advanced digital skills. Finally, self-regulation did not act as a mediator in the relationship between emotional intelligence and academic stress.
... Several perspectives on how to use and incorporate each aspect of digital literacy into community life, the workplace, and education have been offered under this framework. Chemistry education, like other scientific fields, requires digital literacy, which includes technical, cognitive, and social-emotional abilities (Ng, 2012). Similar to chemistry students who obtain most of their information from digital platforms, students who can create credible digital content during the learning process should be able to better understand chemistry (Höttecke & Allchin, 2020;Huang, 2020). ...
... The phrase "digital natives" describes a generation of people who have been immersed in technology and the Internet from an early age and have grown up in the digital era. Their ease of use and familiarity with digital devices, online communication, and information technology are characteristics common to them (Bennett et al., 2008;Ng, 2012). This may serve as evidence that all of the participants had some level of digital literacy. ...
This study assessed the effectiveness of the Issue Exploration, Conceptualization, Argumentation, Design, and Exchange (ICADE) learning strategy in enhancing preservice chemistry teacher students’ digital literacy and written and spoken argumentation skills. An embedded mixed-methods design was employed with quantitative data as the primary data. The sample comprised 88 first-year chemistry students at a public university in Malang, Indonesia. The participants were divided into three groups: the experimental group 1 (N = 35) was taught using the ICADE strategy, the experimental group 2 (N = 24) was taught using the ADI (argument-driven inquiry) strategy, and the control group (N = 29) was taught using the conventional strategy. Treatments were administered in hybrid form for 19 meetings (100 min each). Quantitative data were collected using a two-tier digital literacy skills test with a hydrogen fuel context (r = 0.947) and a scientific argumentation skills test (r = 0.80), whereas qualitative data were collected using argumentative discussion recordings, semi-structured interviews, observations, and field notes. Quantitative data were analyzed using statistics; qualitative data were analyzed descriptively and the data were triangulated. Experimental group 1 outperformed the two other groups in digital literacy skills and spoken scientific argumentation, but only outperformed group 3 in the written argumentation test. The qualitative analysis revealed the significance of scaffolding in improving performance. These findings imply that the scope of digital literacy in educational activities encompasses all essential digital literacy skills relevant to chemistry education and that the integration of technology can increase the richness of students’ argumentation.
... 16). In addition, Ng (2012) notes, "Digital literacy refers to the multiplicity of literacies associated with the use of digital technologies. These technologies are a subset of electronic technologies that include hardware and software used by individuals for educational, social and/or entertainment purposes in schools and at home" (p. ...
... In a survey-based study of digital literacy of 51 undergraduate students at an Australian university, Ng (2012) found that her students were generally able to use unfamiliar technologies with ease but many of them did not use online tools for educational purposes. The results of her study suggest that more opportunities to use educational technologies for meaningful purposes need to be given to digital natives (a term proposed by Prensky, 2001). ...
This article discusses the concept of digital literacy and presents a digital literacy questionnaire containing questions related to the use of digital technologies and the level of digital literacy skills. It also reports the results of two studies that used the digital literacy questionnaire to investigate the digital literacy level of 100 English for academic purposes (eap) students at a university in Australia and 70 English as a foreign language (efl) students at a university in Japan and examine factors affecting their use of digital technologies for learning English. The findings of the studies provide some insights into the students’ awareness and use of digital technologies and their views of the use of digital tools and resources for language learning. Each group showed a different level of expectations and needs in their digital literacy skills with a different background and experience. It is suggested that the expectations and needs of respondents to the digital literacy questionnaire should be taken into account when the results of the digital literacy questionnaire are presented and interpreted in different contexts.
... All who showed interest were screened through the Digital Literacy Scale (DLS) having 36 items and 9 factors to measure digital literacy. (11) As in our volunteer cohort, only seven participants could score high (71-100%), we decided to include both moderate (41-70%) and high (71-100%) scorers in the study. A total of 58 participants were recruited including 51 females and 7 males. ...
Introduction: In women, health literacy has the potential to profoundly affect numerous aspects of reproductive healthcare.This qualitative study seeks to explore healthcare providers' perspectives on the impact of social media on women’s reproductive health literacy and to identify strategies for improving and regulating this rapidly evolving domain. Material & Methods: This study was conducted in a span of ten months (from October 2023 to July 2024), with a qualitative descriptive design. In the final analysis, 43 participants (11 postgraduates, 21 undergraduates and 11 consultants) were included, as by then saturation was reached. Results: Four key themes emerged from the analysis of the data with seventeen subthemes. The key themes included A. Content alert: Accuracy and censorship information, B. Credibility and verification, C. Enforcement and penalties, D. Education, accreditation and ensuring quality. Conclusion: As misinformation continues to proliferate in digital spaces, it becomes increasingly vital to establish effective regulatory frameworks. Implementing well-considered measures across all three levels of control—content creators, consumers, and platforms—can significantly enhance the quality and reliability of health information shared online. By fostering collaboration among these stakeholders, we can create a more informed public and mitigate the risks associated with misleading reproductive health information in social media environments.
... Readiness Scale towards Mobile Learning, developed by [14] and adapted to Turkish by [9] is a 7-point Likert type and made up of 17 items. The scale has 3 sub-factors as "Selfefficacy", "Optimism" and "Self-directed Learning". ...
This study investigates the relationship between digital literacy and mobile learning readiness among 250 prospective teachers at a state university in Ankara, Türkiye. Data were collected using the “Readiness Scale towards Mobile Learning,” developed by Lin, Lin, Yeh, and Wang (2016) and adapted to Turkish by Gökçearslan, Solmaz, and Kulkul (2017), alongside the “Digital Literacy Scale” by Ng (2012), adapted by Hamutoğlu, Güngören, Kaya Uyanık, and Erdoğan (2017). Results indicated that prospective teachers possessed high digital literacy levels. Their attitudes and technical skills significantly predicted their readiness towards mobile learning. A Pearson Correlation analysis revealed a strong, significant linear relationship between digital literacy and mobile learning readiness (r=.815, p=.000). This suggests that higher digital literacy is closely associated with greater readiness towards mobile learning among prospective teachers.
... The higher the DLC of users, the easier it is for them to understand and use cloud accounting technology. Ng (2012) confirms that strong DLC allows users to adapt to new technologies quickly. Research conducted by (Ullah et al., 2022) additionally discusses the significant role of DLC in enhancing the PE of technology among users. ...
The adoption of cloud accounting technology among micro, small, and medium enterprises (MSMEs) is becoming increasingly vital for enhancing corporate efficiency and sustainability. However, the adoption rate requires enhancement due to several obstacles, including insufficient digital literacy (DLC) and technological complexity (CX). This study aims to identify the factors influencing the adoption of cloud accounting in MSMEs using TAM framework. This research encompassed 307 participants from MSMEs in Indonesia, with data gathered via surveys and analyzed with the Structural Equation Model—Partial Least Squares (SEM-PLS). DLC and compatibility (CO) substantially affect the perceived ease of use (PE) and usefulness (PU) of cloud accounting technology. Meanwhile, relative advantage (RA) positively impacts PE but does not significantly influence PU. CX greatly influenced users’ intention (INT) to embrace cloud accounting. These findings highlights the crucial role of TAM and indicate that enhancing DLC and CO alongside current business practices is essential to promoting technology adoption. This study provides practical recommendations for policymakers and technology providers to improve the use of digital technologies among MSMEs.
... The DL scale developed by Ng (2012) and adapted into Turkish by Hamutoğlu et al. (2017) was used in the study. The cronbach alpha internal consistency coefficient of the scale consisting of four dimensions (attitude-A, technical-Te, cognitive-C, social-S) and 17 items was calculated as 0.93. ...
This study examines the effect of technology supported guided inquiry environmental education (TsGIEE) on preservice science teachers’ attitudes towards sustainable environment (AtSE), environmental education self-efficacy (EESE) and digital literacy (DL). Embedded design from mixed research method was preferred in the study. 33 (20 female-13 male) fourth grade preservice science teachers participated in the study. A significant difference was found between the pre-test and post-test scores obtained from the overall scale of EESE. In addition, a significant difference was found between the scores obtained from the content knowledge (CK) and instructional strategies (IS) sub-dimensions of the EESE in favor of the post-test. Moreover, a significant difference in favor of the post-test was found between the scores obtained from the overall AtES scale and the use of environmental resources (UER) sub-dimension. There was no significant difference between the scores obtained from the general and sub-dimensions of the digital literacy (DL) scale. When the qualitative data were analyzed, the participants produced metaphors in the category of raising environmental awareness the most regarding TsGIEE. In addition, the participants emphasized that the applications contained informative and useful information and that they gained competence in teaching environmental issues thanks to these applications. Within the framework of the findings obtained, it is recommended to organize technology-supported guided inquiry learning environments in environmental education.
... -Digital Literacy (the ability to use digital tools and platforms efficiently) (Ng, 2012). ...
The article addresses the integration of digital tools in the training of medical managers, emphasizing the need for such competencies in light of the digital transformation in healthcare. It begins by highlighting the importance of digital skills for medical managers, especially with the rise of technologies like electronic health records (EHRs), telemedicine, and artificial intelligence. The COVID-19 pandemic accelerated the adoption of digital solutions, making it crucial for educational institutions to adapt their training programs to better prepare future healthcare leaders. Literature Analysis in the article reviews various studies on digital tool integration in medical education, noting that while digital technologies enhance accessibility, flexibility, and learning outcomes, challenges such as technological limitations and digital literacy gaps persist. It emphasizes the need for strategic planning, faculty development, and addressing digital inequalities to fully leverage these technologies. The purpose of the study is to analyze existing theoretical frameworks and practical experiences to develop strategies for effective digital tool integration in medical management education. The study outlines its research methods, which include a systematic review of academic literature and case studies from institutions known for innovative approaches in digital health education. In the theoretical framework, the article discusses key theories, such as Transformational Leadership, Socio-Technical Systems, and Complexity Theory, which provide insights into structuring training for healthcare managers. It underscores the importance of grounding curricula in these frameworks to develop competencies in leadership, digital literacy, and interprofessional collaboration. The article's basic theoretical provisions suggest practical recommendations, including the incorporation of digital health courses, hands-on training, certification programs, and faculty development. It highlights the role of blended learning, interprofessional education, and strategic partnerships to enhance the training of medical managers. In the discussion, the article acknowledges the benefits and challenges of digital integration. It advocates for continuous evaluation, faculty engagement, and the inclusion of change management training to ensure medical managers can lead digital transformation initiatives effectively. Addressing issues like the digital divide and ethical concerns are also highlighted as essential for equitable and responsible integration of digital tools. The conclusion reinforces the need for integrating digital competencies into medical management training programs, emphasizing that such integration is not just necessary but offers opportunities to advance healthcare systems. It calls for comprehensive educational strategies that prepare medical managers to navigate and lead in a digitally driven healthcare environment.
... Digital literacy has become essential in the 21st-century educational landscape, crucial in preparing students for an increasingly digital world. As Ng (2012) argued, digital literacy encompasses the ability to use technology effectively and the capacity to locate, evaluate, create, and communicate information using digital tools. In education, this multifaceted skill set enables students to engage more deeply with learning materials, collaborate effectively with peers, and develop critical thinking skills vital for academic success and future employability (Eshet-Alkalai, 2004). ...
In Malaysia, integrating digital technology into education has become increasingly prevalent. However, there remains a significant gap in addressing the digital literacy needs of inclusive students, who often face additional challenges in accessing and utilizing digital resources effectively. This paper explores the concept of digital literacy specifically tailored to meet the diverse needs of inclusive students in Malaysia. Despite the growing emphasis on digital literacy in education, inclusive students in Malaysia continue to encounter barriers that hinder their ability to develop essential digital skills. These barriers may include inadequate access to technology, limited training and support, and a lack of educational resources designed to accommodate diverse learning needs. Consequently, many inclusive students are at risk of being left behind in an increasingly digitalized society. This conceptual paper draws on a comprehensive review of existing literature related to digital literacy, inclusive education, and educational technology. The method used is observing and analyzing already existing information about digital literacy for inclusive students. The researcher utilized databases such as Scopus, WoS, and Google Scholar and conducted brief interviews with six teachers. There is a clear need for tailored approaches considering individual learning styles, disabilities, and socioeconomic backgrounds. Additionally, teacher training and professional development programs must be enhanced to ensure educators are equipped with the knowledge and skills needed to support inclusive students in developing digital literacy. In conclusion, this paper underscores the importance of prioritizing digital literacy for inclusive students in Malaysia. Keywords: Digital literacy, Digital skills, Digital divide, Inclusive students, Inclusive education.
... Institutional policies supporting technology use can increase academic productivity and research quality. The results of this research can be the basis for policy-making regarding digital literacy in higher education, encouraging effective strategies for lecturers (Ng, 2012)This study also addresses the unique challenges and characteristics of Islamic higher education by offering recommendations for integrating digital literacy that aligns with Islamic values and supports its development. ...
The rapid development of digitalization and technology forces the awareness of digital literacy to be in a strategic and vital position as a tool to enhance the academic productivity of lecturers. This study analyzes the relationship between digital literacy and academic productivity among lecturers at Sekolah Tinggi Agama Islam Tangerang Raya. Digital literacy encompasses access, processing, and utilization of information technology to support academic tasks. This research employs biometric analysis methods to gather data on lecturers’ digital behaviour, including the frequency of digital device usage and access to online academic resources. The findings reveal a significant positive correlation, where lecturers who frequently use digital devices experience a 25% increase in academic productivity in scientific publications. Additionally, the study highlights that active participation in webinars and online courses contributes to improvements in the quality and quantity of research output. Recommendations for institutions include the importance of providing comprehensive training programs focused on data analysis software, reference management, and online academic writing to enhance research efficiency. Furthermore, improving access to online academic resources and providing adequate digital devices will strengthen academic performance. Increasing digital literacy focused on technological capabilities not only significantly enhances the academic productivity of lecturers but also serves as an effective solution for improving other competencies, such as research productivity and scientific collaboration, to achieve more optimal institutional outcomes.
... These include financial literacy, 6 media literacy, 7 health literacy, 8 and digital literacy. 9 Over the past decade, there has been a growing academic and social interest in these subjects, because they are crucial for people to make decisions about their health, finances, and lives. ...
Objective
Mobile health (mHealth) applications are emerging as important healthcare technologies that can provide cost savings, better access to care, contribute to improved clinical outcomes, and support public health. An increasing number of mobile health (mHealth) applications are becoming available to download and use on mobile devices. However, unlocking this potential requires ensuring widespread acceptance and adoption of these applications. In this context, the aim of the study is to determine the impact of individuals’ digital literacy levels on mobile health application usability and the mediating role of patient expertise in this impact.
Methods
The population of our study consists of individuals who reside in Yozgat city center and are 18 years old and over. Within the scope of the study, 647 individuals who agreed to participate in the research were reached. A survey form consisting of four sections (Socio-demographic characteristics, Digital Literacy Scale, mHealth App Usability Questionnaire, and Patient Expertise Scale) was used as a data collection tool in the study. Descriptive statistical methods were used to analyze the data and partial least squares path analysis (PLS-SEM) was used to analyze the research model.
Results
Digital literacy affects both patient expertise (β = 0.790, t = 35.560, p = 0.000) and mHealth app usability (β = 0.831, t = 46.020, p = 0.000). Additionally, it has been determined that patient expertise has a mediating role in the effect of digital literacy on mHealth app usability (β = 0.536, t = 17.477, p = 0.000).
Conclusions
It appears that individuals’ digital literacy is an important precursor to the usability of mHealth apps and increases their usage experience. In this sense, it is thought that the concept of digital literacy can be used to increase the usability of mHealth apps for individuals. Overall, the findings provide new evidence for the healthcare context by integrating user diversity, particularly individuals’ digital literacy, mHealth apps, and prior experience with mHealth.
... Prior research has indicated that digital literacy serves as a significant factor in learning (Knutsson et al., 2012), and related digital literacy is linked to an individual's capacity to be accountable for their educational growth. Indeed, digital literacy includes the capability of individuals to comprehend and analyze information accurately through the use of ICTs in ways that serve their objectives (Knutsson et al., 2012;Ng, 2012). Digital literacy and high self-efficacy relate to a person's ability to thrive in various situations and achieve favorable results. ...
This research seeks to look at public acceptance of digital banking, which are the factors that influence the public's intentions in the use of digital banks. Research goes into the field of marketing science with a focus on the study of consumer behavior. The scope of this research is more focused on the process of acquisition to the consumption (use) of digital banks and the intention of using digital banking to carry out banking transactions. This study uses the theory of technology acceptance model approach to respond to the question. This research uses the method of literature review with the range of previous research years used from 2013 to 2022. This research provides a contribution to future research in the development of the model research of the technology acceptance model theory in the digital age.
... Proper guidance in using technology effectively is essential to maximize its educational benefits. Educators play a crucial role in providing students with the necessary skills and knowledge to navigate digital platforms, discern credible information, and use technology as a tool for meaningful learning experiences (Ng, 2012). Digital literacy education should be integrated into the curriculum to ensure that students develop these skills early on. ...
This paper explores the impact of technology on education, focusing on learning, unlearning, and continuous adaptation in our dynamic society. It begins by investigating technology’s pivotal role in enhancing educational accessibility for diverse backgrounds, breaking down barriers through adaptive learning platforms, immersive technologies, and language accessibility features. The study delves into how technology facilitates personalized and adaptive learning experiences, tailoring content to individual needs and accommodating diverse learning styles. Emphasis is placed on technology challenging outdated concepts, integrating virtual reality (VR) and augmented reality (AR) applications to create immersive environments that foster critical thinking and the vital process of unlearning. Additionally, the paper explores technology’s role in encouraging critical thinking and problem-solving skills through access to diverse perspectives, from online platforms to VR and AR applications. It addresses challenges and concerns such as the digital divide, potential distractions, information overload, and underscores the importance of digital literacy skills and responsible technology use. Finally, the paper presents strategies for effective technology integration in education, with a primary focus on the critical role of teacher training. The paper contribute to a comprehensive understanding of technology’s potential to shape a dynamic, adaptable, and inclusive learning environment, emphasizing its transformative impact on education.
... Digital literacy, first introduced by Paul Gilster in 1997, is the precursor of AI literacy. Over the decades, it has evolved into a comprehensive set of skills and competencies for people to function effectively in the digital age, including the technical, cognitive, socioemotional, sociocultural and ethical aspects (e.g., Ng, 2012;van Laar et al., 2017). In the field of language education, digital literacy is viewed as a socially situated activity (Barton & Potts, 2013) and researchers emphasise the importance of teaching students relevant language skills for navigating digitally mediated contexts, such as the ability to search for and evaluate online information, engage in meaningful reading and writing, and collaborate with others online for knowledge construction (Hafner et al., 2013). ...
Generative artificial intelligence (GAI) has revolutionised the landscape of academic writing, presenting both advantages and risks to learning for L2 writers. It is thus imperative that L2 writers, especially at advanced academic levels, develop the critical skills necessary for employing GAI tools ethically and effectively in their writing processes. Our study addressed this need by 1) conceptualising Critical GAI Literacy based on current research and our collected data, and 2) developing a self-regulated learning-based micro-curriculum for L2 doctoral students to cultivate knowledge and skills using GAI for academic writing. We collected interactive and reflective data in an introductory-level academic writing course at a Swedish university enrolled with 60 PhD students from diverse backgrounds and examined their evolving perspectives and strategies for engaging in GAI-mediated writing. Findings show a spectrum of initial attitudes among students and limited knowledge of GAI use. Final reflections illustrate de-enchantment with GAI, recali-brated and enhanced understanding of ethical issues, developed prompting methods, and increased awareness of text ownership through the self-directed learning process. Furthermore, students demonstrated a discerning approach in evaluating GAI-generated suggestions and so-ciolinguistic impacts, indicating a growing criticality in L2 writing practices.
... En el cuadro 1, se muestra la relación entre cada uno de los niveles de logro con el nivel de aptitud, complejidad de las tareas, nivel de autonomía y su nivel cognitivo. (Vuorikari et al., 2022) Por otra parte, las personas conocidas como nativos digitales están inmersas en tecnologías digitales y tienen métodos de aprendizaje distintos a los de las generaciones pasadas (Ng, 2012). En correspondencia, el desarrollo de las CD en los docentes universitarios continúa siendo un desafío para el sistema educativo, por lo que debe ser abordado para promover una nueva metodología de enseñanza y así lograr una verdadera innovación educativa (Artacho et al., 2020). ...
Las competencias digitales son cruciales en los docentes del siglo XXI. El objetivo de este estudio es evaluar el nivel de competencias digitales de los docentes de Instituto Tecnológico de Durango en relación con las cinco áreas del marco DigComp. El estudio con diseño no experimental y transversal es de tipo descriptivo con un enfoque cuantitativo. Se utilizó un instrumento adaptado y validado basado en el modelo DigComp. Participaron 83 docentes de los diferentes departamentos académicos de la institución. Los resultados mostraron un nivel avanzado en el área de competencia búsqueda y gestión de información y datos. Por otro lado, la mayor parte de los docentes tienen un nivel intermedio en las áreas de competencia comunicación y colaboración, seguridad, creación de contenidos digitales y resolución de problemas. Los resultados demuestran que es recomendable medir las competencias digitales para planear las estrategias de formación de acuerdo con las necesidades de cada departamento.
... According to Greene, Seung, and Copeland (2014), digital literacy is more than just being able to access digital sources; it is also concerning searching, evaluating, and combining credible information into a meaning-making activity throughout online learning. Ng (2012) distinguished three-intersecting dimensions: digital literacy technical, cognitive, and social-emotional dimensions. Chetty et al. (2018) on the other hand identify digital literacy as a multi-disciplinary concept comprising five disciplines: information literacy, computer literacy, media literacy, communication literacy, and technology literacy. ...
Digital technologies are essential in the distance education environment. Several learners who enrol in distance education programs have difficulty using the technologies during the learning sessions. This study focuses on factors influencing digital literacy in distance education programs. A predictive model was developed based on four phases of the study; preliminary study, dataset preparation, experimental design, and analysis. For this study, 232 survey data were successfully collected. The experimental design has two phases, including data pre-processing and feature selection. - The target class is defined based on the device used and the generation. Five machine learning algorithms have been selected for the classifier model in the data analysis phase. They are logistic regression as a baseline model, k‐nearest neighbour, random forest, support vector machine (SVM), and multilayer perceptron. In addition, five cross-validation settings were chosen, which are 2, 3, 5, 10, and 20‐fold cross‐validation. The comparison result for two‐target data will be based on accuracy, precision, recall, and F-measure. Using the SVM algorithm, the best model shows the maximum accuracy with 82.9% for model learning based on generation and 41.4% for model learning based on the device. This study identifies interesting patterns based on learners’ generation. It shows that different generations have various ways of using digital literacy. Thus, the proposed predictive model proves that generation is a useful indicator to recognize the level of digital literacy among higher education learners, especially those for distance learning.
... In a study of affective motivation, Nahl (2005) found a positive correlation between selfefficacy, optimism, and motivation for accomplishing an online information search task. Ng (2012) points to the relationship between individuals' technical abilities and cognitive abilities in order to navigate skillfully through Web to synthesize new understanding. By the same token, affective abilities, such as optimism and self-efficacy, enable people to work better together as a team (Nahl, 2005). ...
Rationale of Study – This study investigated psychological capital and information literacy skills as determinants of job performance of academic library employees of state universities in South-West, Nigeria. The specific objectives are to determine the levels of psychological capital, information literacy skills and job performance of the respondents and to ascertain the relationships among psychological capital and job performance of the respondents.Methodology – The survey research design was adopted. The total enumeration technique and validated questionnaire were used to gather data on a population size of 140 academic library employees with 100 percent response rate achieved.Findings – The findings revealed that psychological capital (r=0.636, p<0.05) and information literacy skills (r=0.682, p<0.05) had significant relationships with job performance of the respondents. Also, psychological capital had significant relationship with information literacy skills of the respondents (r=0.716; P<0.05). More importantly, psychological capital and information literacy skills significantly determined job performance of the respondents (F=60.004, df=2; 115; Adjusted R square=0.5020; P<0.05).Implications – The study demonstrates that psychological capital and information literacy skills are critical ingredients in enhancing job performance of academic library employees in state universities in South-West, Nigeria.Originality – Few study has been done on psychological capital and information literacy in relation to job performance of academic library employees.
... Digital literacy has become essential in the 21st-century educational landscape, crucial in preparing students for an increasingly digital world. As Ng (2012) argued, digital literacy encompasses the ability to use technology effectively and the capacity to locate, evaluate, create, and communicate information using digital tools. In education, this multifaceted skill set enables students to engage more deeply with learning materials, collaborate effectively with peers, and develop critical thinking skills vital for academic success and future employability (Eshet-Alkalai, 2004). ...
In Malaysia, integrating digital technology into education has become increasingly prevalent. However, there remains a significant gap in addressing the digital literacy needs of inclusive students, who often face additional challenges in accessing and utilizing digital resources effectively. This paper explores the concept of digital literacy specifically tailored to meet the diverse needs of inclusive students in Malaysia. Despite the growing emphasis on digital literacy in education, inclusive students in Malaysia continue to encounter barriers that hinder their ability to develop essential digital skills. These barriers may include inadequate access to technology, limited training and support, and a lack of educational resources designed to accommodate diverse learning needs. Consequently, many inclusive students are at risk of being left behind in an increasingly digitalized society. This conceptual paper draws on a comprehensive review of existing literature related to digital literacy, inclusive education, and educational technology. The method used is observing and analyzing already existing information about digital literacy for inclusive students. The researcher utilized databases such as Scopus, WoS, and Google Scholar and conducted brief interviews with six teachers. There is a clear need for tailored approaches considering individual learning styles, disabilities, and socioeconomic backgrounds. Additionally, teacher training and professional development programs must be enhanced to ensure educators are equipped with the knowledge and skills needed to support inclusive students in developing digital literacy. In conclusion, this paper underscores the importance of prioritizing digital literacy for inclusive students in Malaysia. Keywords: Digital literacy, Digital skills, Digital divide, Inclusive students, Inclusive education.
... However, the low score on the item "I can create simple digital content" suggests a need to enhance students' capabilities in producing digital content. Prior research, Ng (2012) has highlighted the challenges in teaching digital literacy to "digital natives." This study corroborates this notion, revealing that while vocational high school students are proficient in using online learning software, they still require support in mastering more advanced aspects of digital literacy. ...
This study explores the effectiveness of online learning for maritime subjects in Indonesian vocational high schools, focusing on how the rapid advancement of information technology has reshaped education in this unique field. Using a quantitative approach with 275 respondents, the research analyzes key factors that influence students' understanding of maritime subjects, such as digital literacy, motivation, and their perceptions of the effectiveness of online learning. The findings indicate moderate levels of both digital literacy and motivation for online learning, with flexibility being the most appreciated benefit. However, challenges related to social isolation were also noted. A predictive model developed during the research accounts for 43% of the variance in comprehension of the subject matter, identifying digital literacy and perceived online learning effectiveness as the strongest predictors. Additionally, the grade level of students significantly influenced their comprehension scores. This study emphasizes the need to integrate digital skills training and to employ engaging instructional strategies to enhance learning outcomes. Future research could investigate the use of immersive technologies, such as virtual reality or simulations, to better support practical skills development in maritime education, ensuring that students are well-prepared for real-world challenges in the maritime industry
... The rapid evolution of digital technologies has profoundly transformed various sectors, including education. Higher education institutions are increasingly pressured to integrate digital literacy into their curricula to meet the demands of a knowledge-based society (Ng, 2012). Digital literacy, defined as the ability to access, evaluate, and create information using digital technologies, has become a crucial competency for students to thrive in today's digital economy (Bawden, 2008). ...
This article explores the integration of digital literacy into higher education curricula as a strategy for enhancing student engagement. With the increasing reliance on digital tools and platforms in both academic and professional environments, developing digital literacy skills has become essential for students. This study examines how embedding digital literacy into course design can foster interactive learning, improve critical thinking, and promote active participation in the classroom. Drawing on recent case studies and educational frameworks, the article highlights key practices for successfully integrating digital literacy into various disciplines. The findings suggest that when digital literacy is incorporated effectively, it enhances students' motivation, collaborative learning, and overall academic performance, preparing them for the demands of the modern workforce. The article concludes with recommendations for educators and institutions on how to implement digital literacy strategies within their curricula to better engage students in a digital age.
... This sample size exceeds the minimum recommended sample size for structural equation modeling (SEM) analysis, which is typically suggested to be at least 200 (Kline, 2015). Digital Literacy (DL) was measured using an adapted version of the Digital Literacy Scale developed by Ng (2012). All items were measured on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). ...
This study investigates the factors influencing digital banking adoption intention and its impact on perceived financial inclusion. By integrating the Technology Acceptance Model with trust theories and digital literacy concepts, we develop a comprehensive framework to understand the complex relationships among these variables. The research employs a mixed-method approach, combining structural equation modeling (SEM) and fuzzy-set qualitative comparative analysis (fsQCA) to analyze survey data from 587 respondents. Results from SEM reveal that perceived usefulness, perceived ease of use, institutional trust, technological trust, and social influence significantly affect digital banking adoption intention, which in turn positively influences perceived financial inclusion. Digital literacy moderates the relationships between perceived ease of use and adoption intention, as well as between technological trust and adoption intention. The fsQCA results complement these findings by identifying multiple configurations leading to high adoption intention and perceived financial inclusion, highlighting the equifinal nature of these relationships. This study contributes to the literature by providing a nuanced understanding of digital banking adoption and its link to financial inclusion, offering valuable insights for policymakers and financial institutions. The findings underscore the importance of enhancing perceived usefulness, ease of use, trust, and digital literacy to promote digital banking adoption and, consequently, financial inclusion.
The increasing ubiquity of digital technologies in the twenty-first century has led to calls for education reform focused on digital literacy, but what exactly does this term mean? The concept of digital literacy has evolved much since its evolution from media and new literacies scholarship, resulting in a myriad of definitions. Previous attempts to synthesize these definitions have been productive but limited in scope, population, and focus. In this article, we conducted a broad, systematic review resulting in a corpus of 285 articles published from 2018 to 2023, which we cataloged, coded, thematized, and critiqued. We used these findings to derive a synthesized definition of digital literacy that can inform future education policy and instruction, noting a need for further research on how to better account for the contextual nature of digital literacy skills and applications, differences across individuals’ development, and the growing influence of artificial intelligence.
This study investigates the association of socioeconomic status (SES) and digital and AI literacy with types of Chat GPT use by college students, with subsequent implications for academic self-efficacy and creativity, conditioned by trust. Analyses of a survey of U.S. college students (N = 947) show that SES has a greater association with AI literacy than with general digital literacy. Two dimensions of Chat GPT activities emerge: academic support and displacement. Structural equation modeling reveals that AI literacy is positively associated with both activity dimensions, while digital literacy is unexpectedly a negative contributor. Further, academic support is strongly linked to positive outcomes whereas academic displacement is negatively associated. Attitudinal trust in Chat GPT moderates the overall relationships. Our findings suggest that conventional digital inequality persists and evolves with generative AI, traditional digital literacy becomes insufficient in the age of AI, and trust in this new and opaque digital technology influences these relationships.
Pesatnya perkembangan teknologi digital telah membawa perubahan signifikan dalam kehidupan masyarakat modern, termasuk di bidang pendidikan. Transformasi digital ini menuntut kemampuan literasi digital yang memadai pada siswa sekolah dasar agar mereka dapat memanfaatkan teknologi secara optimal, aman, dan bertanggung jawab. Penelitian ini bertujuan untuk menganalisis secara mendalam peran literasi digital dalam meningkatkan kompetensi teknologi siswa sekolah dasar sebagai bagian dari kesiapan mereka menghadapi era digital. Metodologi penelitian yang digunakan adalah studi literatur dengan 15 artikel ilmiah dari jurnal internasional dan nasional yang relevan dengan topik ini. Melalui analisis data yang dilakukan, hasil penelitian menunjukkan bahwa literasi digital berperan penting dalam meningkatkan berbagai aspek kompetensi teknologi siswa, termasuk pemahaman konsep dasar teknologi, kemampuan menggunakan perangkat digital secara efektif, kemampuan berpikir kritis dan kreatif, serta kemampuan adaptasi terhadap perkembangan teknologi yang dinamis. Kesimpulan penelitian ini adalah bahwa literasi digital tidak hanya penting, tetapi juga harus diintegrasikan secara komprehensif ke dalam kurikulum sekolah dasar. Hal ini bertujuan untuk membekali siswa dengan keterampilan yang diperlukan untuk menghadapi tantangan di masa depan, serta memanfaatkan teknologi dengan bijak dan bertanggung jawab.
Esta pesquisa examina a gestão do conhecimento em ambientes educacionais híbridos, focando nos desafios enfrentados e nas soluções propostas para otimizar o processo de ensino-aprendizagem neste contexto. O estudo analisa como as instituições educacionais estão adaptando suas práticas de gestão do conhecimento para atender às demandas dos modelos híbridos de educação, que combinam elementos presenciais e online. O objetivo principal é identificar estratégias eficazes para a criação, compartilhamento e aplicação do conhecimento em ambientes educacionais híbridos. A metodologia empregada baseia-se em uma revisão bibliográfica abrangente, utilizando uma abordagem qualitativa para analisar publicações recentes sobre o tema. Os resultados indicam que a gestão do conhecimento em ambientes híbridos requer uma abordagem integrada, que considere tanto os aspectos tecnológicos quanto os pedagógicos e organizacionais. As práticas observadas incluem o uso de plataformas digitais colaborativas, a implementação de comunidades de prática virtuais e o desenvolvimento de sistemas de gerenciamento de aprendizagem adaptáveis. A pesquisa ressalta a importância de uma cultura organizacional que valorize a inovação e a aprendizagem contínua. As considerações finais apontam para a necessidade de investimentos em infraestrutura tecnológica, capacitação docente e desenvolvimento de políticas institucionais que apoiem a gestão do conhecimento em contextos híbridos. O estudo conclui que, embora existam desafios significativos, a gestão eficaz do conhecimento em ambientes educacionais híbridos oferece oportunidades substanciais para melhorar a qualidade e a eficácia do processo educativo.
As education all over the world is undergoing a digital transformation, the digital literacy-job performance relationship of teachers has gradually become a hot topic of academic research. Although this relationship has been explored by previous research, there is still a lack of research content on how it is affected by the collective influence of psychological empowerment and job satisfaction. This study thus aims to fill this research gap. In this study, 586 teachers from three universities in China were selected as research subjects and the structural equation modeling was adopted. The digital literacy of teachers is found to be conducive to their job performance, during which a mediating role is played by psychological empowerment and job satisfaction. Not only that, it is also revealed that through psychological empowerment, job satisfaction is affected by digital literacy positively, thereby improving job performance, which forms a chain mediating effect. These results demonstrate the significance of digital literacy in improving job performance, offering a new angle of view to perceive the complex relationship between job performance and digital literacy from a psychological view.
As the aging trend intensifies, the Chinese government prioritizes technological innovation in smart elderly care services to enhance quality and efficiency, catering to the diverse needs of the elderly. This study examines the acceptance and usage behavior of smart elderly care services among elderly individuals in Xi’an, using a modified Unified Theory of Acceptance and Use of Technology (UTAUT) model that includes digital literacy as a moderating variable. Data were collected via a survey of 299 elderly individuals aged 60 and above in Xi’an. The study aims to identify factors influencing the acceptance and usage behavior of smart elderly care services and to understand how digital literacy moderates the relationship between these factors and usage behavior. Regression analysis assessed the direct effects of Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), and Facilitating Conditions (FC) on usage behavior. These dimensions were then integrated into a comprehensive index Service Acceptance to evaluate their overall impact on usage behavior, with behavioral intention examined as a potential mediating variable. Results indicate that EE and SI significantly impact the adoption of smart elderly care services, whereas PE and FC do not. Behavioral intention mediates the relationship between these variables and usage behavior. Additionally, gender, age, and digital literacy significantly moderate the impact of service acceptance on usage behavior. This study provides valuable theoretical and practical insights for designing and promoting smart elderly care services, emphasizing the importance of usability and social promotion to enhance the quality of life for the elderly.
Purpose
The study aimed to assess the digital literacy skills of the students of Sacred Heart College, Chalakudy, to know whether they possess the digital literacy skills to perform well in the digital environment. The study also analyzed how digital literacy skills were affected by various factors.
Design/methodology/approach
The study used stratified random sampling technique, and data were collected through a self-assessment survey using an online questionnaire designed based on DigComp 2.1: The Digital Competence Framework by the European Commission.
Findings
The results indicated that the college students needed training on digital literacy skills, as the majority students had only moderate to low digital literacy skills. It was proven that exposure to technology and the Internet will not necessarily yield skills to perform well in the digital environment. Also, digital literacy skills were not affected by various factors like age, level of study, etc.
Practical implications
The study helped to identify the digital literacy deficiencies in the students of Sacred Heart College, and it can serve as a valuable model for conducting similar investigations in diverse educational institutions. Conducting such studies offers institutions valuable insights, enabling them to create and implement personalized digital literacy training programs that can enhance students' abilities to navigate the digital landscape with proficiency and effectiveness. The study results can be insightful for educators, policymakers and the Kerala Government to reassess the current approaches and design an effective curriculum for integrating technology in education.
Originality/value
Although there are several studies that evaluated college students’ digital literacy in India and other countries, there are very few studies in the context of Kerala. Therefore, this study is distinctive and will serve as an example for all such studies in the future.
Computational tools are becoming prevalent nowadays and are increasingly part of young children's lives. However, there are open questions around effective ways to incorporate the learning of computational thinking (CT) into early childhood education. This chapter explores how computational thinking learning can be integrated into early learning through co-design. In this chapter, the authors first outline a conceptual framework for designing integrated computational thinking learning experiences in early childhood learning through developmentally appropriate, situated, and engaging ways. This chapter then presents an early childhood computing project co-designed with a community of early childhood educators. Emphasizing authentic learning experiences developed via educator partnerships, this chapter argues a community-based model can empower young learners as innovative and socially aware participants in an increasingly digital world.
The digital revolution has brought about significant changes in Higher Education Institutions (HEIs), transforming teaching, learning, and assessment. The chapter explores the impact of this paradigm shift from analogue to digital methods and discuss how education practices in higher education institutions have been revolutionized. The chapter provides a comprehensive overview of the key models and approaches that have guided this critical transformation. The mission of this chapter is to provide educators, researchers, and practitioners with an in-depth understanding of how digital technologies are reshaping higher education. The examination of the various models and approaches, is aimed at providing strategies needed to effectively navigate the digital space and enhance teaching, learning, and assessment. At the same time, the chapter recognizes that digital transformation of higher education comes with its own set of concerns and challenges. The best practices have also been suggested in the chapter.
The study aims to explore the determinants of Financial Technology adoption among Iraqi bank users. Building on the Technology Acceptance Model, the study integrates Perceived Economic Wellbeing and Digital Literacy with traditional TAM constructs including Perceived Ease of Use, Perceived Usefulness, and Subjective Norms. The data were collected through a survey methodology which included banking clients in Iraq. A total of 280 bank customers contributed to the research, yielding a response rate of 93.33%. Hypotheses were tested using Structural Equation Modelling (SEM). The findings suggest that perceived usefulness, ease of use, subjective norms, and digital literacy are instrumental in adoption FinTech services. On the other hand, economic well-being has no significant impact. This implies that digital literacy and social influence exert a significant effect on FinTech acceptance by users in developing countries. The study will be useful for policy makers and the management of financial institutions aiming to enhance FinTech adoption through policies aimed to improve users perceptions of usefulness and ease-of-use as well as to develop users digital literacy. The study contributes to the existing literature limited literature on FinTech adoption in the Arab world, particularly Iraq
This article is one of the outcomes of community service (PKM) activity which is done by authors at SMA Atisa
Dipamkara Tangerang. The goal of this measurement is to get an overview of 10th and 11th grade students' digital
media literacy (DML) before socialization event about digital media literacy. The authors applied the instrument of
DML which had been developed by James L. Knight School of Communication based on Renee Hobbs‟ concept.
DML consist of five aspects. They are: (a) access & share, (b) analyze, (c) create, (d) reflect, and (e) take action. A
total of 115 students from both MIPA and IPS program participated in this online survey. In general, DML level of
all students fall into moderate category in „access & share‟, „analyze‟, „reflect‟, and „take action‟ aspects while in
„create‟ aspect is low. The authors found a significant difference in „take action‟ aspect between groups of male and
female. The first is in moderate level while another is low. The difference also exists in „create‟ aspect between
groups of MIPA and IPS program. Although the two groups fall in low level but the group of MIPA program has
lower mean score. And there is no significant difference in all aspect between group of 10th and 11th grade students.
This measurement result shall be an input for the management of school to be followed up. Socialization about DML
to students by PKM team can be a starting point. Then the management of school may develop special programs
that link to relevant education materials in order to increase aspects of DML that fall in low category.
Okuma Yazmadan Okuryazarlığa Kadir KAPLAN Bilgi Okuryazarlığı Cafer ÇARKIT Dijital Okuryazarlık Hülya AĞIN HAYKIR Eleştirel Okuryazarlık Kadir Kaan BÜYÜKİKİZ Özlem BATMAZ Görsel Okuryazarlık Arif ÇERÇİ Nazife ELİAÇIK İnternet Okuryazarlığı Yunus Emre ÇEKİCİ Kültür Okuryazarlığı Hasan Basri KANSIZOĞLU Nurbanu KANSIZOĞLU Medya Okuryazarlığı ve Kuramsal Temeller Gökhan ORHAN Ölçme Değerlendirme Okuryazarlığı Ahmet Gürkan KARATAŞ Program Okuryazarlığı Bilge KUŞDEMİR KAYIRAN Sanat Okuryazarlığı Yusuf KUMMUZ Teknoloji Okuryazarlığı Rifat Ramazan BERK Gizem BERK Yapay Zekâ Okuryazarlığı Arif ÇERÇİ Gamze YORULMAZ
Modern Communication Technology; Digital Literacy; Educational Process
Bu çalışma dijital okuryazarlık düzeyinin uzaktan eğitime yönelik tutuma olan etkisini belirlemek amacıyla gerçekleştirilmiştir. Çalışmada nicel araştırma yöntemlerinden betimsel ve ilişkisel model birlikte kullanılmıştır. Çalışmaya beden eğitimi ve spor öğretmenliği, spor yöneticiliği ve antrenörlük bölümlerinde öğrenim gören 281 öğrenci katılmıştır. Veriler “Kişisel Bilgi formu” ,”Dijital Okuryazarlık Ölçeği” ve “Uzaktan Eğitime Yönelik Tutum Ölçeği” kullanılarak elde edilmiştir. Değişkenler arasındaki ilişkiyi belirlemek amacıyla Pearson Korelasyon analizi; Dijital okuryazarlık düzeyinin uzaktan eğitime yönelik tutuma olan etkisini belirlemek için regresyon analizi kullanılmıştır. Tespit edilen bulgularda %95 güven aralığı ve .05 anlamlılık düzeyi referans alınmıştır. Pearson korelasyon analizi sonuçlarına göre katılımcıların Dijital Okuryazarlık skorları ile Uzaktan Eğitime Yönelik Tutum arasındaki ilişki anlamlı, pozitif yönde ve düşük düzeyde tespit edilmiştir. Regresyon katsayılarının anlamlılığına ilişkin t-testi sonuçları incelendiğinde ise Dijital Okuryazarlığın Uzaktan eğitime yönelik tutum üzerinde pozitif yönde anlamlı yordayıcı güce sahip olduğu tespit edilmiştir. Uzaktan eğitime yönelik tutuma ait toplam varyansın %8.3’ünün dijital okuryazarlık ile açıklandığı belirlenmiştir.
This report summarizes the results of an ambitious three-year ethnographic study, funded by the John D. and Catherine T. MacArthur Foundation, into how young people are living and learning with new media in varied settings—at home, in after school programs, and in online spaces. It offers a condensed version of a longer treatment provided in the book Hanging Out, Messing Around, and Geeking Out (MIT Press, 2009). The authors present empirical data on new media in the lives of American youth in order to reflect upon the relationship between new media and learning. In one of the largest qualitative and ethnographic studies of American youth culture, the authors view the relationship of youth and new media not simply in terms of technology trends but situated within the broader structural conditions of childhood and the negotiations with adults that frame the experience of youth in the United States.
The book that this report summarizes was written as a collaborative effort by members of the Digital Youth Project, a three-year research effort funded by the John D. and Catherine T. MacArthur Foundation and conducted at the University of California, Berkeley, and the University of Southern California.
John D. and Catherine T. MacArthur Reports on Digital Media and Learning
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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