No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Determining the Role of Digital Literacy in EFL Teaching In Regard to the Views of Turkish EFL Teachers
Abstract
Digital technologies facilitate interaction with individuals, family, and friends continuously, due to the busy barriers nowadays, individuals can not communicate directly and meet each other. Therefore, digital literacy (DL) is considered as one of the fundamental abilities in the 21st century and in this modern era for working as well as living properly. Since the influence and implementation of novel digital tools are shifting the education system rapidly and continuously, it has opened a new gate for teachers to overcome the complexities and achieve efficient results in their instruction. Accordingly, English as a Foreign Language (EFL) teachers have a very essential role in this digital world and they are required to have enough competence in utilizing kinds of current digital tools related to their instruction. So, the utilization of digital technology is a capability that must be obtained, maintained, and improved constantly by individuals and mainly EFL teachers. With the significance of this issue, this study aimed to be conducted through qualitative research and focus group discussion (FGD) collecting data tools, to determine the role of digital literacy in EFL teaching in regard to the views of Turkish EFL teachers. In line with the aim of this study, the research questions are the following: 1. What does digital literacy mean to (secondary & high) school EFL teachers? 2. How does the digital literacy level of (secondary & high) school EFL teachers affect their teaching? 3. What are the facilities of using digital tools in (secondary & high) school level of EFL teaching? 4. What are the challenges of using digital tools in (secondary & high) school level of EFL teaching? The present study was conducted with eighteen EFL teachers that they participated voluntarily, (9 from secondary and 9 from high) school worked at different state schools in Elazığ. They were selected randomly to meet the trustworthiness of the study. Accordingly, Nvivo 12 software was used to analyse the data. The obtained results indicated noteworthy information about secondary school (SS) and high school (HS) Turkish EFL teachers’ digital literacy practices. For the first research question, both groups of participating teachers defined digital literacy as their different points of view. Related to the operational definition which was the study’s model it was found that although they were sufficient of using digital devices, some of them did not have enough information about professional digital literacy. The second research question proved that the level of SS teachers was higher than the HS teachers one of the possible satisfactory explanations of the HS teachers that they did not feel competent enough was due to the ever-changing technologies of nowadays. Findings for the third and the fourth research questions noted that even though digital tools facilitate EFL teaching in some ways as the teachers confirmed, they faced many challenges while using digital tools in their instruction. Finally, based on the results of the current study some recommendations are given.
ResearchGate has not been able to resolve any citations for this publication.
Recently, qualitative studies have been widespread in various areas such as, psychology, business, and sociology. In this review, the process of qualitative study has been clarified with the aim of offering a description of its general process. Basically, the qualitative investigation is exploratory, which indicates an understanding of the results made by the researcher(s). Likewise, designing a research is a process or guideline utilized to prepare, implement, and evaluate an idea that the researchers want to reveal about an issue. It is also a plan to answer the problems or concepts of an investigated study. Since qualitative studies help researchers to examine opinions, attitudes, and perspectives of human beings, so it has gained more attention in many fields and especially in the area of social sciences. Accordingly, the qualitative study focuses on how individuals perceive and give meaning to different social behaviors in order to explore people’s social observations. This study aims to reveal the qualitative research process and how the data would be collected via this approach. The researchers attempt to announce the significance of the qualitative study and focus group discussion tool (advantages and limitations as well) to propose a better understanding for the academics who want to utilize a qualitative study in social sciences.
The birth of a digital knowledge-based community brought major changes in everything. The role of teachers in learning in the digital age requires the expertise of teachers to implement appropriate solutions to various problems and adapt to changing environments. This change requires a new orientation in education that emphasizes creativity, initiative, innovation, communication and cooperation. In the digital age, teachers are needed to be able to keep up with the times, can play various roles as change bearers, learning consultants; who have a high sense of humanity and morals, and social sensitivity, and are rational and honest-minded, so that they are able to work well in a dynamic educational environment. This article discusses the role of teachers in the digital age in learning that is thought to influence vision, responsibility, social sensitivity, logical ability and teacher honesty. All of this boils down to the role of teachers in the digital age as agents of change and learning consultants. The teacher becomes a bridge of revolution by making himself as motivator which moves students to accessible learning resources.
Digital literacy practice is necessary for education since information and communication technology has developed rapidly, resulting in shifting to the era of digital technology. The digital literacy practices in school and especially in classrooms are required for preparing 21 st -century students. This study aims to (1) determine teachers’ perceptions of digital literacy practices in the level of classroom and school, (2) point out the digital literacy practices of English Foreign Language (EFL) teachers, and (3) investigate the challenges faced by the EFL teachers in applying digital literacy practices in the classroom. This study revealed the digital literacy practices of thirteen EFL Teachers in Yogyakarta using questionnaires and semi-structured interviews. The results uncovered that digital literacy was highly supported, evidenced by the facility, equipment, and the connectivity provided in all schools with a variety of free internet access. In the classroom level, these teachers practised digital literacy by using some digital tools. In implementing digital literacy, the teachers faced some challenges, such as defective equipment and Internet access and intrinsic factors such as teachers’ knowledge in technology, their attitudes toward digital technology, and students’ commitment to apply digital literacy. These findings are followed by recommendations for schools, teachers, and further research.
Today’s individuals are expected to have skills in many areas as a natural consequence of the advances that have been taking place in society and technology. Particularly in developed countries, these skills are also called 21st century skills. Critical, creative and reflective thinking, problem solving and keeping up with the digital age (digital literacy) are some of these skills. Universities play a significant role in raising qualified individuals in our country. Updating the training programs, keeping up with the era and having a say in the digital world makes it a necessity for people who give education in these areas to be competent. From this point of view, this study aimed to explore the digital literacy levels of Turkish academics working in faculties of education and the perceptions of students towards technology integration competence of the academics. In this study, quantitative cross-sectional design was preferred. While selecting the participants, purposeful sampling method was used, and two different participant groups (academics and prospective teachers) were included in the process. Two scales with validity and reliability in the literature were used as data collection tools in the research. In the data collection process, firstly, a survey was administered to academics working in faculties of education, and then another one was conducted with prospective teachers. The results obtained were subjected to quantitative data analysis via SPSS 24 and AMOS 24 software, and descriptive and inferential statistics were generated. The results revealed that the variables of department, age and grade level created a significant difference in the digitalization of academics, whereas the gender variable significantly contributed only to the perceptions of prospective teachers.
en This paper adopts a construction grammar approach to test the efficiency of data‐driven learning (DDL) when applied to constructions. High‐intermediate learners of English as a foreign language took part in an experiment consisting, for each construction, in (i) a pre‐test, in which the learners had to produce as many sentences as possible illustrating the constructions, (ii) a DDL intervention, which involved various concordance‐based activities, and (iii) several post‐tests, similar to the pre‐test, performed at regular intervals. The analysis looks at the number of (valid and invalid) constructions produced as well as the native‐like nature of these constructions, as established through a comparison with native corpus data. The analysis also examines the evolution of these results over the different post‐tests. Finally, it considers learners’ attitudes towards the DDL interventions, as evaluated through a questionnaire.
RESUME
es Cet article adopte l'approche de la grammaire de construction pour tester l'efficacité de l'apprentissage sur corpus (data‐driven learning) lorsqu'il est appliqué à des constructions. L'expérience, à laquelle participaient des apprenants d'anglais langue étrangère de niveau intermédiaire supérieur, consistait, pour chaque construction, à (i) produire autant de phrases que possible illustrant les constructions (pré‐test), (ii) accomplir diverses tâches basées sur des concordances, et (iii) effectuer plusieurs post‐tests, similaires au pré‐test, à intervalles réguliers. L'analyse porte sur le nombre de constructions produites (valables et non valables) ainsi que sur le degré de ressemblance de ces constructions avec les données d'un corpus natif. Ces résultats sont également comparés au cours des différents post‐tests. Enfin, on examine, sur base d'un questionnaire, les attitudes des apprenants à l’égard de l'apprentissage sur corpus.
Digital literacy and the ability to develop HOTS-based assessment are important competencies for teachers in industrial revolution 4.0. The purpose of this research is to determine the effect of digital literacy on the ability of teachers to develop HOTS-based assessment. This study is survey research. The population is senior high school and vocational high school mathematics teachers in Bali, West Nusa Tenggara, and East Nusa Tenggara provinces. Multistage random sampling technique is applied. The data is collected by using a questionnaire. It is analysed by using simple regression analysis methods. Data processing is carried out by using the SPSS 23.0 program with a significance level of alpha = 0.05. The results of data analysis show a value of F = 60.594 with a significance value 0.000 which means that digital literacy has a significant effect on the ability of teachers to develop HOTS-based assessment. The magnitude of the digital literacy influence on the ability of teachers to develop HOTS-based assessment is 13.2%. Thus, the ability of teachers to develop HOTS-based assessment can be influenced by other factors of 86.8%. The recommendation proposed is that further research is needed to reveal other variables that contribute on the ability of teachers to develop HOTS-based assessment.
This study was carried out to define the students’ perception of digital literacy competencies as learning sources held by the students of English Education Study Program of STKIP Muhammadiyah Bangka Belitung as active users of internet pointed on the internet searching, hypertext navigation, content evaluation, and knowledge assembly by theory of Paul Gilster (1997). This research uses a descriptive qualitative method. Subjects in this research were 9 students determined using a purposive sampling technique, with the subject criteria is the students who are actively using the internet more than 4 hours a day to browse the internet as educational sources. The results of this research indicate that all of the respondents are not literate yet because they do not have all the indicators in digital literacy. But, only one of nine students answered all the indicators on digital literacy, the respondent has stated as well competencies in internet searching, hypertext navigation, content evaluation, and knowledge assembly. So, from the indicators of digital literacy competencies, it can be implied that only one of nine students who have a good perception of digital literacy as learning sources.
Recently, the use of ICT in today's English language teaching is quite massive. However, EFL instructors' beliefs about the use of smart boards in language teaching practices are scarcely explored. This study aimed to investigate EFL instructors' beliefs about the implementation of the smart board as ICT-based learning media. Three EFL instructors across English learning centers were voluntarily involved in this study. Observation and semi-structured interviews were employed as the data collection technique. The data were described and interpreted based on the research questions. The results of this study showed that EFL instructors had positive responses towards the implementation of the smartboard. They stated that the smartboard made the explanation clearer and it was not difficult to be operated. Besides, students enjoyed using the smartboard during the lesson. Finally, the EFL instructors agreed that the smartboard could be implemented in classrooms with high control or supervision by the teachers. Keywords: ICT based learning media, smart board, and EFL instructors' beliefs Introduction English learning media have developed quickly during the late 20 th century. It begins with the notion of media that can assist the process of transferring knowledge and information. With the spirit of supporting the effectiveness of transferring knowledge, many experts propose various types of learning media. In the past, English teachers used traditional media, such as textbooks, blackboards, newspapers, brochures, OHP, etc. Nowadays, English teachers use more developed learning media, such as the internet, computer, social media, e-learning, e-books, etc. New media which are very popular in the 21 st century are basically in digital formats. It happens because the education system has followed the rapid development of information, communication, and technology (ICT). The incorporation of information technology into language classrooms boosts autonomous learning, maximizes targeted outcomes, motivates learners and helps
This paper discusses a web-based instruction mixed with off-line learning in a
blended EFL academic writing classes for undergraduate students. The concepts are constructed
by reviewing selected and related articles based on the current trends of blended instructions
with the aid of technology in education. The main ideas taken into account is how to make EFL
academic writing practicality, and convenience, yet respecting norms and responsibilities of
education principles. It is practical since it is flexible and can be done anywhere and anytime,
yet within the consensus. Thus, the concept covers the conceptual framework of blended EFL
academic learning mixed with face-to-face and web-based model as a unit of Blended EFL
Academic Writing Classes. It is a theoretical description and procedural flow of face to face and
web-based. This is hoped to assist any higher education educators in treating the students and
contribute to the body knowledge of online learning in the era of information and communication
technology (ICT) or currently known as virtual technology era.
In late December 2019, a cluster of unexplained pneumonia cases has been reported in Wuhan, China. A few days later, the causative agent of this mysterious pneumonia was identified as a novel coronavirus. This causative virus has been temporarily named as severe acute respiratory syndrome coronavirus 2 (SARS‐CoV‐2) and the relevant infected disease has been named as coronavirus disease 2019 (COVID‐19) by the World Health Organization respectively. The COVID‐19 epidemic is spreading in China and all over the world now. The purpose of this review is primarily to review the pathogen, clinical features, diagnosis, and treatment of COVID‐19, but also to comment briefly on the epidemiology and pathology based on the current evidences.
This article is protected by copyright. All rights reserved.
A novel coronavirus (2019-nCoV) is causing an outbreak of viral pneumonia that started in Wuhan, China. Using the travel history and symptom onset of 88 confirmed cases that were detected outside Wuhan in the early outbreak phase, we estimate the mean incubation period to be 6.4 days (95% credible interval: 5.6 7.7), ranging from 2.1 to 11.1 days (2.5th to 97.5th percentile). These values should help inform 2019-nCoV case definitions and appropriate quarantine durations. © 2020 European Centre for Disease Prevention and Control (ECDC). All rights reserved.
Abstract: Digital literacy represents the ability to use the information and communications technologies safely and critically for work, both on a personal as well as on social level. The main features of this modern literacy are the using of computers for the purpose of finding, evaluating, creating, displaying and sharing information over the Internet. Acquiring knowledge and skills in the field of ICT is one of the prerequisites for successful social inclusion in contemporary society and the labor market, while the digital literacy is one of the necessary competencies of a modern person. Therefore, in order to achieve quality education, these two concepts have become part of the educational system. The concepts of ICT application and digital literacy in the educational process have led to a change in the role of teachers and pupils, as well as the resources used in the teaching and nature of teacher instruction. Starting from the acquisition of digital literacy to aligning the curriculum with technology, the teacher's tasks are numerous in order to make changes inadequate, including their knowledge and skills related to the use of technology, as well as understanding the relationship between technology, methods, and content.
Keywords: ICT, digital technology, education, teachers, competencies.
With rapid changes in information and communication technologies, it is no longer sufficient for language teachers and pre-service teachers (PTs) to know how to use existing digital tools. They also need to be digitally literate in order to critically evaluate such tools and platforms for safe, wise, and productive use. Within a qualitative approach, this study investigated Turkish PTs' conceptualisation of digital literacy. This included an exploration of how PTs defined this concept, what kind of tools they used, and for which purposes they preferred to use digital tools. First, we found that PTs concept of digital literacy consist of many levels from knowledge to use, and to critical, creative, and collaborative use. Second, we observed that university professors play an important role in the development of digital literacy levels of PTs. Third, it was found that PTs use social media platforms heavily for various purposes, however, we identified a need for further guidance in supporting PTs' use of these platforms for their professional development. The findings of this study shed light on the current digital literacy skills of PTs in Turkey and will be beneficial for educational policy makers and teacher trainers in teacher education for the twenty-first century. Implications for practice or policy: • Language teacher educators should engage pre-service teachers first in understanding pedagogical purposes of digital tools and then how they may address these purposes. • Language teacher educators should model the integration of digital tools in teaching contexts. • Pre-service teacher education programs should combine technology-related courses with pedagogy and digital material design.
This study explored the perceptions of English as a foreign language (EFL) teachers at a foundation year in a university in Saudi Arabia. Forty-one (27 males and 14 females) teachers completed a survey using Google Forms. The results indicated that the majority of teachers (83%) supported the integration of smartphones in EFL context, in which 71% believed that smartphones would enhance students' EFL learning. 72% reported that they used smartphones for university-related work: sending and receiving emails, accessing the internet, and using educational applications were the most reported beneficial features whereas scanning/creating QR codes, using calculator, playing games, and playing a podcast were the least reported.79 % believed that smartphones would have instructional benefits for learners such as access to technology, motivation, creativity, English language learning opportunities, and variation in instruction, whereas 58 % did not notice any barriers in the use of smartphones in EFL context. That smartphones might distract students' attention was the only reported barrier. Recommendations and implications for further research and applications were suggested.
Despite calls for contemporary English teachers to have strong digital literacy skills, there is a reported lack of digital training in English teacher education programs (Hubbard, 2008; Kessler, 2006). However, in this environment where higher-level digital skills and knowledge are criteria for prospective English teacher applicants, which digital literacies do contemporary EFL teachers possess? How confident are they using technology to augment their English lessons? How can the digital literacies of in-service EFL teachers be developed? This study aimed to survey the digital literacies of 42 English teachers employed at a private Japanese University. The questionnaire (adapted from Son, Robb & Charismiadji, 2011) considers ownership and accessibility to computers, ability to perform tasks electronically, personal and professional use of computers, CALL training, and interest in CALL. In short, this study found that teachers in this English program were very confident using digital technology to support their teaching both inside and outside their classrooms. In addition, respondents recognised the importance of developing their digital literacies and they were actively pursuing advanced skills.
This study investigated English language teacher candidates’ perceptions of literacy and the place of
literacy in their programme. Small-scale descriptive case study was conducted in mixed method
design. Data were collected from 57 participants. The means and standard deviations of the
quantitative data were calculated with SPSS programme. Qualitative data were theme-coded by using
MAXQDA© 11, and the emerging themes were interpreted. The results indicated that the participants
related literacy to language skills especially to reading. They think that literacy development is
conducive to creative use of language in different ways. The most important notions associated with
literacy are cultural knowledge and interpretation. Most participants also emphasized the link between
L1 and L2 literacy skills. Ultimately, it is suggested that literacy training is advantageous and should
be integrated into the relevant ELT courses. The findings yielded implications about how to develop
prospective ELT teachers’ literacy skills through pre-service teacher training.
Keywords: Literacy, Teacher Training, English Language Teacher Education.
Myriads of theories account for the primacy of digital literacy on ELT as the demand of the 21st century, yet studies on digital media literacy of distinct English teacher generations are thin on the ground. Thus, this descriptive qualitative study investigated the utilization of digital literacy in the EFL classroom of senior high school teachers from two generations (digital immigrant and digital native) and their students’ responses to the use of digital media in the English classroom in Indonesia. Three instruments were utilized including classroom observations, questionnaires, and interviews. Following ACOT’s (Apple Classroom of Tomorrow) framework, the findings show that both teachers were at the adaptation stage in terms of digital literacy and this was reflected on the utilization of digital media in assisting students’ learning. Yet, the digital-immigrant teacher appeared to be practically more adept in the implementation of digital media. As for the second issue, the students responded positively to the use of digital technology by the teachers to make English class more fun and comprehensible. However, when it comes to an ideal teacher, the students still considered good characters as the main criteria for an ideal teacher. Technology does support teachers in delivering the materials, but the way they behave and treat the students still also plays crucial part in maintaining a good relationship between teachers and students. The results show that the English teachers need to develop their digital literacy to keep up with the current demand to be professional English teachers in the digital era.
Social networking applications have emerged as potential new tools for enhancing second
language vocabulary learning. The current study explores the development of academic
vocabulary knowledge of English as a foreign language (EFL) students using WhatsApp compared
to the traditional method of vocabulary instruction. It also aims at investigating students’
perceptions about the use WhatsApp in learning vocabulary. Forty Arab EFL students at the
elementary level enrolled at a public university in the Arabian Gulf region participated in the study.
Twenty one participants belonging to the same class were randomly assigned to the experimental
group. They completed and submitted their vocabulary assignments which consisted of looking up
the meanings of new words in a dictionary and building a sentence using each word and submitting
their sentences via WhatsApp. Nineteen students from another class were assigned to the control
group. They had to submit the same homework assignment using the paper and pencil method.
Data were collected using pretest-posttest design. Results of t-test scores indicated that WhatsApp
group significantly outperformed the traditional group on a vocabulary test. Furthermore, results
of a questionnaire that gauged participants’ perception of the use of WhatsApp in learning
vocabulary show that generally participants have positive attitudes towards learning new
vocabulary items via WhatsApp. Implications for teaching and future research are discussed.
This literature review paper discusses the proper use of qualitative research methodology to discuss several research aspects for the improvement of the readers' skill. During the last few decades, the use of qualitative research has been increased in many institutions. It can be used to explore several areas of human behavior for the development of organizations. The purpose of this study is to provide inspirations to the new researchers for the development of their qualitative articles. The paper analyzes the design of qualitative research giving some methodological suggestions to make it explicable to the reader. In this paper, an attempt has been taken to study the background of the qualitative research methodology in social sciences and some other related subjects, along with the importance, and main features of the study.
Abstract: Digital technology has brought significant changes in the progression of society. The paradigm shift
in education requires the modern teacher to play a role of digital networkers to bring creativity within students
as change enablers by using smart tools. Real time use of smart classrooms and magnetic induction enabled
board can generate technology powered knowledge exchange which can settled long in students’ mind in the
upliftment of teaching learning methodology. The availability of newer technology in digital era demands to
improve the performances of all stakeholders of knowledge sharing in a seamless way. Teacher educator has to
ensure safety, environment protection and sustainable management. The present paper highlights the issues and
challenges related to digital use in teaching and learning which can be driving force in overcoming the obstacles
and become successful technology users. To analyze the teachers’ perception of the challenges faced in using
digital tools in classrooms, a quantitative research design has been used to collect the data from the teacher
educators from the state of Jharkhand. The questionnaire has been administered on male and female teachers
from the key issues and challenges found to be significant in using the digital tools were: limited accessibility
and network connection, limited technical support, lack of effective training, limited time and lack of teachers’
competency. The result shows there is a significant difference in the use of digital tools by male teachers is
higher than female teachers. The outcome of this research provides proper information and recommendation to
those responsible for integrating the new technologies into the teaching and learning process. The result
suggests that, growing up with technology, digital natives as B.Ed. teachers are savvy with basic and social-
communication technologies. However, their technology proficiency is limited by both narrow scope and
insufficient technology driven activities.
This study investigates the difficulties that teachers experience when they use the interactive whiteboard in English language classes. Although, the interactive whiteboard is easy to use, difficulties occur when teachers use it. While ICT presents new challenges for teachers, it also offers great opportunities for teacher education. ICT's media can improve training through providing access to educational resources, breaking the traditional isolation of teachers, and enabling individualized training opportunities. There are a few research studies, which investigate the drawbacks of IWB. This study focuses on the difficulties, which teachers face in the classrooms in the Saudi contexts. Those difficulties are categorized into four groups. These are: teachers', school administrations', technical support's and students' factors. Each factor entails a number of challenges.. The findings of the study have revealed that there are many challenges that teachers face when using the interactive whiteboard. Those challenges interact together to hinder IWB integration into teaching and learning.
Currently, there is an increasing trend in the shift from the use of traditional technologies such as a desktop computer towards the use of mobile technologies such as a mobile phone. Nearly all students nowadays own a mobile device and about half of them own more than one. Therefore, students are nowadays well equipped for mobile learning. The aim of this review is to explore the use of mobile phones and/or smartphones and their apps for teaching foreign languages, specifically English, and highlight their benefits and limitations for their use in the teaching of English as a foreign language. This was done by conducting a literature search in the databases Web of Science, Scopus, and ScienceDirect, and consequently, by evaluating the findings of the relevant studies. The findings indicate that the use of mobile phones and/or smartphones and their apps generate positive effects on learning English as a foreign language, especially in the development of learners’ vocabulary and their increased motivation to study. Nevertheless, more longitudinal randomized controlled studies are needed to confirm the efficacy of the use of mobile phone and smartphone apps on specific language skills and knowledge.
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.
The shortest description of digital literacy is the one made by Eshet-Alkalai (2004) as; " survival skill in the digital era ". According to Ng (2012) the indicator of an individual's being digital literate is her/his adaptation to the new or emerging technologies. Therefore, it is important for the 21st century humanity to develop digital literacy skills. Today, countries are aware of the fact that the quality of education has a big role in shaping their future so they review their education policies accordingly. In this regard, they pace for the sake of benefiting from technology in education. In Turkey, the main aim of the FATIH Project (Movement of Enhancing Opportunities and Improving Technology), carried out by Turkish Ministry of National Education since 2010, is to increase technological opportunities in schools and effectively integrate technology into educational environments. A plethora of research have emphasized that the project increases the technological opportunities however there are deficiencies in its usage in educational environments effectively. The most important stakeholders that influence the success of the project are teachers and the students. Determining the digital literacy skills of teachers, pre-service teachers and students is important in terms of developing the required teacher education programs. Therefore, one of the aims of this research was to adapt the digital literacy scale developed by Ng (2012) into Turkish and the other was to investigate pre-service science teachers' digital literacy. 979 junior and senior pre-service science teachers from 13 state universities participated in the research. Factor loadings of the scale items varied between 0.46 and 0.74 in according to the exploratory factor analysis result. In the scale; 10 items fall into one factor and explain 40% of the total variability. Cronbach Alpha reliability score is 0.86. The adapted version of the digital literacy scale is determined as valid and reliable. According to the findings related to the second aim of the study, the digital literacy skills of pre-service science teachers seem generally qualified. Dijital okuryazarlık için yapılmış en kısa tanım " dijital çağda hayatta kalma becerisi " şeklindedir (Eshet-Alkalai, 2004). Ng (2012)'ye göre bir bireyin dijital okuryazar olmasının göstergesi; yeni veya gelişmekte olan teknolojilere adaptasyonudur. Bu nedenlerle dijital çağda öğrenen ve öğreten bireylerde bu becerileri geliştirmek 21. yüzyılda oldukça önemlidir. Günümüzde ülkeler geleceğin şekillenmesinde kaliteli eğitimin büyük rol oynayacağının farkındadırlar ve buna göre eğitim politikalarını gözden geçirmektedirler. Bu nedenle eğitimde teknolojiden daha fazla yararlanma adına adımlar atılmaktadır. Türkiye'de Milli Eğitim Bakanlığı tarafından 2010 yılından itibaren yürütülen FATİH (Fırsatları Artırma ve Teknolojiyi İyileştirme Hareketi) projesinin temel amacı okullarda teknolojik fırsatları artırmak ve etkili olarak teknolojiyi eğitim ortamlarına entegre etmeyi sağlamaktır. Projenin teknolojik fırsatları artırdığı gerçeğinin yanı sıra eğitim ortamlarında etkili kullanımına ilişkin eksikliklerine vurgu yapan araştırmalar da yer almaktadır. Projenin başarısını etkileyen en önemli paydaşlar şüphesiz ki öğretmen, öğretmen adayları ve öğrencilerdir. Öğretmen, öğretmen adayları ve öğrencilerin dijital okuryazarlık durumlarının belirlenmesi, gerekli öğretmen eğitim programlarının şekillendirilmesi ve öğretmenlerin öğrencilerine teknolojik liderlik yapabilmeleri açısından önemlidir. Bu nedenle bu çalışmanın iki amacından ilki Ng (2012) tarafından geliştirilmiş olan dijital okuryazarlık ölçeğinin Türkçeye uyarlanması ve diğer amaç ise fen bilgisi öğretmen adaylarının dijital okuryazarlık yeterliklerinin araştırılması olmuştur. Araştırmaya 13 devlet üniversitesinden 3. ve 4. sınıfta okuyan 979 fen bilgisi öğretmen adayı katılmıştır. Açımlayıcı faktör analizi sonucunda ölçek maddelerinin faktör yükleri 0.46 ile 0.74 arasında değişkenlik göstermiştir. Ölçekte; tek faktörde 10 madde yer almakta ve toplam değişkenliğin %40'ını açıklamaktadır. Ölçeğin güvenirliğine ilişkin Cronbach Alpha değeri 0.86 olarak bulunmuştur. Yapılan dijital okuryazarlık ölçeği uyarlama çalışmasının geçerli ve güvenilir olduğu belirlenmiştir. Bununla birlikte araştırmanın bulguları fen bilgisi öğretmen adaylarının dijital okuryazarlık becerilerinin genel olarak iyi olduğunu göstermektedir. Anahtar Sözcükler: ölçek uyarlama, dijital okuryazarlık, öğretmen adayları JOURNAL OF EDUCATION AND FUTURE 21
It is necessary to develop digital literacy skills with which students can communicate and express their ideas effectively using digital media. The educational sectors around the world are beginning to incorporate digital literacy into the curriculum. Digital storytelling, one of the possible classroom activities, is an approach which may help engage and motivate students to learn digital literacy skills. To investigate this approach, the present small-scale study employs the methods including interviewing and analysing the artefacts of three students selected from a purposive sample on a multimedia course. The findings indicate that the three students have improved in terms of three aspects of digital literacy skills, namely, digital competence, digital usage and digital transformation regardless of their prior knowledge and levels of digital literacy.
At a time when there is free access to a multitude of information, the knowledge society entails the development and mobilisation of a set of competencies of selection and application of this knowledge in a reasoned and conscious way. It is in this context that higher education should develop its activities, and it is widely recognised that digital literacy encompasses the essential and transversal abilities to any higher level training, that translate into a good preparation for a successful future professionalization. However, sometimes this does not happen; hence, this short communication seeks to reflect on this problem that is central to the training activity in higher education, analysing some implications of this situation, as well as recommendations.
Instructional games are gaining acceptance in the classroom as the eLearning merits of student engagement and immediate feedback are recognized. Within higher education, the use of these tools is often limited due to lack of time, insufficient experience, or doubts regarding the scholarly merits of such activities. Kahoot! is a popular eLearning tool that can easily be used to add vitality, student engagement, and meta-cognitive supports to higher education classrooms with limited instructor or student training required. The free online learning platform has gained wide acceptance globally with more than 30 million users worldwide, and it is based on current user-centered and behavioral design methodologies. Student responses and our experiences using Kahoot! in graduate and undergraduate classrooms indicate that students welcome the use of this game. The real-time feedback provides opportunities for professors in various disciplines to tailor their instruction based on student understanding on quizzes while the surveys allow for anonymous classroom participation, which further engages all students.
Interest in technology in language teacher education has grown recently as evidenced by the success of CALICO's Teacher Education SIG and the publication of two edited volumes on the topic in the past 2 years. Here, I explore the current state of technology and teacher education and suggest that the future paths of language teacher education and CALL are linked. I begin with a review of data showing that technology education for language teachers is lacking in the majority of existing training programs but that the institutional demand for technology savvy teachers is increasing. I then speculate on the barriers that are limiting the supply. Next, I briefly discuss two concepts that bear on the future of educational technology, Prensky's "digital nativism" and Bax's "normalization." The remainder is devoted to identifying and discussing issues, approaches, and processes that are emerging in CALL language teacher education, drawing primarily from the two previously mentioned edited volumes. The approaches and processes in particular represent promising directions for future CALL course development. I conclude by noting the importance of having a sufficient number of CALL professionals available to develop novel applications and train the next generation of language teachers.
There have been many promises about the benefits of computer-assisted language learning (CALL) in classrooms. The assumption underlying those benefits is that computers would be used in a student-centered and a constructivist learning approach, departing from a teacher-centered teaching approach. The uses of computers in the classroom, however, vary depending on the teachers' perceptions and expectations of computers. There is little known about the ESL/EFL teachers' teaching beliefs and perceptions about the role of computers in their classrooms. This study examined 10 ESL/EFL teachers who enrolled in both a teacher education program and an advanced certificate of educational technology program. The grounded theory method was employed to understand these teachers' perceptions of computers in their classrooms. For data collection, each participant was interviewed for 50 minutes. The findings suggested that these teachers' perceptions and expectations of computers favored their use as instructional tools. In spite of the recommendations in the literature of CALL, ESL/EFL teachers' perceptions of the role of computers are limited to a supplemental and instructional tool in their language classrooms. Furthermore, teachers' perceptions of CALL were still based on a teacher-centered teaching paradigm.
In the midst of the Covid-19 pandemic outbreak, almost all Indonesians, including Bengkulu province, expect to experience the spike in positive cases of Covid-19, particularly in the Rejang Lebong Regency, resulting in many very significant changes in almost all fields, especially in the field of education. The learning process, consisting of synchronous learning, is carried out internet (online), namely face-to-face by video calls/ zoom meetings and asynchronous, namely by assignments. Using observational data methods, interviews, and notes, the research approach used is a qualitative research method. The aim of this study is to provide some explanations of the use of the zoom meeting application during a pandemic in online learning, to evaluate the constraints of using the zoom meeting application and the benefits of the application for zoom meeting from several features during a pandemic in online learning. The findings of this study show that it can be easier for lecturers and students to interact synchronously in the learning process by applying the zoom meeting application to learning during this pandemic.
Despite extensive research into the effectiveness of mobile-assisted language learning (MALL) in ESL/EFL language learning, there is insufficient evidence to conclude that supplementing conventional teaching methods of the writing process approach with MALL significantly improves the English writing performance of native Arabic speakers. This study investigates the role of mobile-assisted language learning in enhancing the writing skills of forty female intermediate-level Intensive English Program (IEP) students at an intermediate level at Kuwait University. Participants were tested using a variety of mobile applications and websites (i.e. the Microsoft Word application, an English dictionary application, and internet search engines). The researcher utilized questionnaires, observation notes, and other qualitative methods from student assignments for data collection. Results of the data analysis indicate that smartphones are indeed an effective teaching tool, with multiple positive effects on student agency. However, due to its nature and complexity, a cautious approach was used to interpret the findings of this study. The ultimate goal of the research was to compare the traditional approach to the teaching of process writing to a mobile-assisted approach. Study findings are discussed in details and options for future research are explored. Overall, results suggest that learner autonomy is improved by engaging in the writing process both inside and outside of the classroom. The results also suggest implications for increasing motivation and peer collaboration via the use of mobile technology.
This study aimed to investigate the thinking levels of questions asked by EFL instructors for first year English Department students at Al-Imam Mohammad ibn Saud Islamic University (IMSIU).The study also aimed to analyze the cognitive levels of the comprehension questions demonstrated by the reading and writing textbook (Unlock, Reading and Writing 1) taught for first year English Department students at IMSIU. In addition, the study examined the extent to which the instructors’ questions and the book they taught differ in the proportions of lower- and higher- thinking level questions. The sample of the study consisted of 15 reading and writing classes taught by EFL instructors. Furthermore, all of the questions in the textbook (Unlock, Reading and Writing 1) were classified according to the Revised Bloom’s taxonomy (Anderson et al., 2001). Descriptive and inferential analysis was used to analyze the data. Furthermore, Chi χ2 cross tabulation was used to show the differences among the levels of thinking in the two textbooks. The findings showed that the majority of the first year teachers' questions are lower-cognitive levels (knowledge, comprehension and application). Furthermore, the results of the textbook analysis also showed that there was a tendency towards lower-level cognitive skills in the two textbooks under the study.
Basic Principles of Digital Literacy Development that digital literacy is a skill that not only involves the ability to use technological devices, information and communication, but also the ability to socialize, the ability to learn, and have the attitude, critical thinking, creative, and inspirational as digital competence. The scope of digital literacy is very broad. Digital literacy can be applied in schools, families and communities. To apply digital literacy in these various areas, different strategies are needed. After getting to know digital literacy, it is hoped that millennials can use technology wisely.
The primary purpose of this study is to examine the effect of digital literacy education (DLE) on the development of digital literacy through a local digital technology community center, particularly for those with a lack of digital literacy. This study focuses on measuring significant differences between before and after digital literacy education through pre- and post-performance tests and surveys. This study also measures the relationships between the DLE and computer and Internet use. The mean comparison of the paired-samples t test results of this study shows an increase in the mean from pretest to posttest, implying the enhancement of digital literacy as a result of the education. The ultimate goal of the digital literacy education in this study is to provide people, who are the digitally illiterate, with learning and digital opportunities to improve their digital literacy through education in an informal setting and to facilitate digital connection and inclusion.
The COVID-19 pandemic forced colleges and universities to move all in-person courses to a remote or online learning format. As a result, many faculty, including teacher educators , opted to transition their courses to live synchronous web meetings using web conferencing tools like Zoom. Despite benefits of synchronous communication, there are constraints with the use and overuse of synchronous live meetings (which many teacher educators ended up experiencing during the pandemic). In this paper, we describe the experiences of how four different faculty, at four different universities, used asynchronous video to maintain connection and engagement during the COVID-19 pandemic. We conclude with implications for practice and future research.
Digital literacy is a widely used concept that has become pluralistic, often avoiding a clear definition of what digital literacy actually means. However, acquiring digital literacy is still a global issue. Given the vast potential of digital technology as it grows and evolves, it is essential to understand what the concept of digital literacy is and how it is applied in today's context. The aim of the study was twofold: (a) to analyse the recent literature available in the EBSCO database regarding definitions of digital literacy; and (b) to provide an overview of the concept of digital literacy and related skills. Using a systematic literature review, 45 academic papers were selected, of which 17 articles were analysed after further evaluation. Qualitative analyses were carried out to better comprehend the range of digital literacy definitions, as offered by authors.
The aim of this study is to examine the trends and main findings of the studies concerning the flipped classroom method in the field of English language teaching (ELT). For this purpose, databases including Web of Science, Eric, Taylor & Francis and the Educational full text EBSCO were reviewed, and a total of 43 articles were analysed. Systematic review was used as the research methodology. The articles were analysed utilising a content analysis method. The findings of the study revealed that the flipped classroom method in ELT gained popularity among researchers after 2014, and the number of the studies in the field rapidly increased in the last two years (2016–2017). In addition, the most commonly used research methods in flipped classroom in ELT studies were found to be mixed and quantitative methods. In the examined studies, speaking and writing abilities were the most commonly studied language skills. Further analysis revealed challenges, as well as benefits related to the use of the flipped classroom method in English as a foreign language (EFL) classroom. Additionally, in studies reviewed concerning the effectiveness of the flipped classroom methods, the findings mostly pointed to the benefits of the flipped classroom method. On the basis of the review, various suggestions are made for practitioners and future research.
Game-based learning has attracted considerable attention over the past few years. Mobile apps are welcomed by the digital generation. Debate continues regarding the approach that will most benefit students in English language classrooms, and the impact of mobile applications, particularly on English as a foreign language (EFL) learning, remains unclear. Specifically, little is known about EFL learners’ perceptions of mobile applications. The main purpose of this study was to understand Chinese students’ attitudes toward the application of Kahoot!, a mobile game-based learning app, in a college EFL class in Taiwan. No gender differences were found in students’ perceptions of the use of Kahoot! for English learning. Although the participants expressed positive attitudes towards the application of Kahoot! in the EFL reading class, several negative opinions were expressed regarding the use of Kahoot! as a testing tool. These results provide support for the affective filter hypothesis. Implications for EFL teachers and future research are discussed.
The development of Teacher’s Digital Competence (TDC) should start in initial teacher training, and continue throughout the following years of practice. All this with the purpose of using Digital Technologies (DT) to improve teaching and professional development. This paper presents a study focused on the diagnosis of TDC among ITT senior students from Chile and Uruguay. A quantitative methodology, with a representative sample of 568 students (N=273 from Chile and N=295 from Uruguay) was designed and implemented. TDC was also studied and discussed in relation to gender and educational level. Results showed a mostly basic level for the four dimensions of the TDC in the sample. Regarding the relationship between the variables and the TDC, the Planning, organization and management of spaces and technological resources’ dimension is the only one showing significant differences. In particular, male students achieved a higher TDC level compared with female students. Furthermore, the proportion of basic Pedagogy students with a low TDC level was significantly higher than other students. In conclusion, it is necessary, for teacher training institutions in Chile and Uruguay, to implement policies at different moments and in different areas of the ITT process in order to improve the development of the TDC.
El desarrollo de la Competencia Digital Docente (CDD) debe iniciarse en la etapa de formación inicial docente (FID) y extenderse durante los años de ejercicio. Todo ello con el propósito de usar las Tecnologías Digitales (TD) de manera que permitan enriquecer la docencia y el propio desarrollo profesional. El presente artículo expone los resultados de un trabajo con estudiantes de último año de FID de Chile y Uruguay para determinar su nivel de CDD. Para realizar el estudio se utilizó una metodología cuantitativa, con una muestra representativa estratificada de 568 estudiantes (n=273, Chile; n=295, Uruguay). Los datos se analizaron en relación al género y nivel educativo. Los resultados mostraron, para las cuatro dimensiones de la CDD, un desarrollo básico. Respecto a la relación entre las variables estudiadas y la CDD, destaca el porcentaje de hombres que alcanza competencias digitales avanzadas para la dimensión de Planificación, organización y gestión de espacios y recursos tecnológicos. También para esta dimensión la proporción de estudiantes de Pedagogía básica con un desarrollo de CDD básico es significativamente superior al del resto de estudiantes. Como conclusión destacamos que es necesario que las instituciones formadoras de docentes implementen políticas a diferentes plazos y en diversos ámbitos de la FID como el sistema educativo, la formación y la docencia, para mejorar el nivel de desarrollo de la CDD.
This study looked at how five adolescent English Learners (ELs) in an English as a second language class use the available digital technology. Data collected consisted of classroom observations, student and classroom documents, and focus student interviews. Data collection and analysis were simultaneous processes. Findings suggest adolescent ELs use their personal smartphones and school-provided laptops on a regular basis for entertainment and scaffolding purposes.
Mobile technologies including cell phones and tablets are a pervasive feature of everyday life with potential impact on teaching and learning. “Mobile pedagogy” may seem like a contradiction in terms, since mobile learning often takes place physically beyond the teacher's reach, outside the walls of the classroom. While pedagogy implies careful planning, mobility exposes learners to the unexpected. A thoughtful pedagogical response to this reality involves new conceptualizations of what is to be learned and new activity designs. This approach recognizes that learners may act in more self-determined ways beyond the classroom walls, where online interactions and mobile encounters influence their target language communication needs and interests. The chapter sets out a range of opportunities for out-of-class mobile language learning that give learners an active role and promote communication. It then considers the implications of these developments for language content and curricula and the evolving roles and competences of teachers.
Ongoing developments in educational technologies place increasing demands on teachers who have to make decisions on a daily basis concerning how, when, and where to make use of technologies in classrooms. Building on results from the Danish project Technucation, this paper argues that there is a marked need for a teacher-specific version of the technological literacy developed by the International Technology Education Association (ITEA). ITEA defines technological literacy as the ability to ‘use, manage, assess, and understand technology’. The Technucation project found that teachers were not simply in need of knowledge about how to manage technical challenges, they would also benefit from awareness of how new technologies change relations, identities, and complex power structures. The paper explicitly addresses this issue of the new skills and analytic capabilities that teachers need in order to engage effectively with technological development. The type of enhanced technological literacy teachers may benefit from is represented in the paper through its presentation of the TECS-model, developed in the course of the Technucation project: hands-on skills in handling Technology (T); capability to analyse changes in Engaged relationships (E); capability to analyse Complex power-informed pathways (C); and capability to analyse long-term Shifts in professional identities (S). The paper argues that attention to all of these areas should be included in the education of technological literacy to pre-service teachers.
How are widely popular social media such as Facebook, Twitter, and Instagram transforming how teachers teach, how kids learn, and the very foundations of education? What controversies surround the integration of social media in students’ lives? The past decade has brought increased access to new media, and with this new opportunities and challenges for education. In this book, leading scholars from education, law, communications, sociology, and cultural studies explore the digital transformation now taking place in a variety of educational contexts. The contributors examine such topics as social media usage in schools, online youth communities, and distance learning in developing countries; the disruption of existing educational models of how knowledge is created and shared; privacy; accreditation; and the tension between the new ease of sharing and copyright laws. Case studies examine teaching media in K-12 schools and at universities; tuition-free, open education powered by social media, as practiced by the University of the People; new financial models for higher education; the benefits and challenges of MOOCS (Massive Open Online Courses); social media and teacher education; and the civic and individual advantages of teens’ participatory play.
NOTE: This is a book, so I cannot send the full text. Please purchase a copy here:
https://mitpress.mit.edu/books/education-and-social-media