Digital Literacy: The Need for Technology Integration and Its Impact on Learning and Engagement in Community School Environments

Statti, Aubrey; Torres, Kelly M.

doi:10.1080/0161956x.2019.1702426

Cited by 22 publications

(14 citation statements)

References 29 publications

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“…Digital literacy is becoming a more integral and visible component of education 51 (Cassidy et al, 2019). Access to technology and a focus on digital literacy provide ample opportunity for future learners to flourish (Statti & Torres, 2020).…”

Section: Introductionmentioning

confidence: 99%

TPACK-based Active Learning to Promote Digital and Scientific Literacy in Genetics

2023

pegegog

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Active learning is centered on students and encourages them to participate in various classroom activities, with the teacher as a facilitator. Students are expected to develop multiple 21st-century skills through an active learning process, including digital and scientific literacies. Numerous studies demonstrate that students lack digital and scientific literacy, necessitating the empowerment and improvement of both skills through active learning based on TPACK (Technological, Pedagogical, and Content Knowledge) (Tütüniş et al, 2022). The objective of this study was to investigate the effect of TPACK-based active learning on students' digital literacy and scientific literacy in Genetics. PBL (Problem-based Learning), RQA (Reading, Questioning, and Answering), and a mix of PBL and RQA are all examples of active learning approaches. TPACK-based active learning was used in the Genetics course because students perceive genetics as challenging. A pretest-posttest three-treatment design was adopted, with each learning model being applied to a group of students. This study uses parametric inferential statistical methods, using ANCOVA. Data on students' digital literacy and scientific literacy were obtained using pretest and post-tests. The results indicated no statistically significant difference between the three learning models. The students' digital literacy and scientific literacy both experienced an increase due to implementing the three learning models. The implications of this research are the three active learning models based on TPACK can promote students' digital and scientific literacies. Other educators can adopt the experience of teaching Genetics with PBL, RQA, and PBL-RQA to promote digital literacy and scientific literacy.

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Section: Introductionmentioning

confidence: 99%

TPACK-based Active Learning to Promote Digital and Scientific Literacy in Genetics

2023

pegegog

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“…In addition to the definition issue, the major challenge for education, according to several studies around the world, is the lack of training provided through teacher education or professional development (Avidov‐Ungar et al, 2022, 2023; Kim et al, 2019; Kimbell‐Lopez et al, 2016; Krumsvik, 2008; Shamir‐Inbal & Blau, 2022). According to Tomczyk (2020), it is teachers who bear the responsibility for developing DL skills for students, although there is a diversity in knowledge, skills, and attitudes regarding DL among teachers regardless of the country and stage of education (Considine et al, 2009; Eyal, 2012; Statti & Torres, 2020; Tomczyk, 2020). Gómez‐Trigueros et al (2019) found that teachers showed a clear lack of knowledge of technological concepts essential to their DL skills.…”

Section: Literature Reviewmentioning

confidence: 99%

Cultural background in digital literacy of elementary and middle school students: Self‐appraisal versus actual performance

Hadad

Watted

Blau

2023

Computer Assisted Learning

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BackgroundIntegration of digital technologies in schools raises the need of students to master technological, cognitive, and social digital literacy (DL) competencies.ObjectivesBased on Hofstede's dimensional paradigm for defining culture, we address the cultural context and examine perceived and actual DL of Arabic‐speaking minority students in Israel.MethodsFirst, 402 Arabic‐speaking minority students from elementary Arabic‐speaking schools and 232 students from middle schools reported their DL based on the DL framework. Among them, 347 elementary and 205 middle school students performed a battery of DL tasks.Findings and ConclusionsThe findings revealed a very low level of DL performance by minority students in both elementary and middle schools. The highest performance score was in information literacy: M = 1.49 and M = 1.55 out of 5.00 for elementary and middle school students respectively. Despite ubiquitous use of social networks, the lowest score was obtained in social–emotional literacy—0.23 for both elementary and middle school students. In contrast to performance, both elementary and middle school minority students estimated their digital literacy competencies as high or very high. Among the elementary students, a weak correlation was found between their DL perceptions and performance of the photo‐visual, branching, and social–emotional literacies. Among the middle school students, the only significant correlation was found between perceptions and performance of reproduction literacy. The findings raise the need to improve DL competencies of minority students and develop their metacognitive abilities. This helps to assess their DL more accurately, in order to ensure their successful functioning in digital environments. Theoretical and educational implications of the findings are discussed.

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“…Findings also show disparities according to rural residence and show that digital illiteracy is more prevalent in rural areas ( 49 ). Progress in digital literacy can be achieved with investments in digital navigators, community programming in areas of high need, and by leveraging educational systems to reach surrounding communities that are under-resourced ( 64 , 65 , 70 , 71 ).…”

Section: Strategies To Expand Broadband Internet Accessmentioning

confidence: 99%

A Socio-Ecological Approach to Addressing Digital Redlining in the United States: A Call to Action for Health Equity

McCall

Asuzu

Oladele

et al. 2022

Front. Digit. Health

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Physical distancing requirements due to the coronavirus (COVID-19) pandemic has increased the need for broadband internet access. The World Health Organization defines social determinants of health as non-medical factors that impact health outcomes by affecting the conditions in which people are born, grow, work, live, and age. By this definition broadband internet access is a social determinant of health. Digital redlining—the systematic process by which specific groups are deprived of equal access to digital tools such as the internet—creates inequities in access to educational and employment opportunities, as well as healthcare and health information. Although it is known that internet service providers systematically exclude low-income communities from broadband service, little has been done to stop this discriminatory practice. In this paper, we seek to amplify the call to action against the practice of digital redlining in the United States, describe how it contributes to health disparities broadly and within the context of the COVID-19 pandemic, and use a socio-ecological framework to propose short- and long-term actions to address this inequity.

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Digital Literacy: The Need for Technology Integration and Its Impact on Learning and Engagement in Community School Environments

Cited by 22 publications

References 29 publications

TPACK-based Active Learning to Promote Digital and Scientific Literacy in Genetics

TPACK-based Active Learning to Promote Digital and Scientific Literacy in Genetics

Cultural background in digital literacy of elementary and middle school students: Self‐appraisal versus actual performance

A Socio-Ecological Approach to Addressing Digital Redlining in the United States: A Call to Action for Health Equity

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