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Journal Article•DOI•

Can we teach digital natives digital literacy

Wan Ng1•
University of New South Wales1
01 Nov 2012-Computer Education (Elsevier Ltd)-Vol. 59, Iss: 3, pp 1065-1078
TL;DR: The findings show that the undergraduates were generally able to use unfamiliar technologies easily in their learning to create useful artefacts and the self-perception measures indicated that digital natives can be taught 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.
Citations
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Journal Article•DOI•
Review on teaching and learning of computational thinking through programming

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Sze Yee Lye1, Joyce Hwee Ling Koh1•
Nanyang Technological University1
01 Dec 2014-Computers in Human Behavior
TL;DR: The current trends of empirical research in the development of computational thinking through programming is presented and a constructionism-based problem-solving learning environment could be designed to foster computational practices and computational perspectives and suggests possible research and instructional implications.

852 citations

Journal Article•DOI•
The relation between 21st-century skills and digital skills

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Ester van Laar1, Alexander Johannes Aloysius Maria van Deursen1, Johannes A.G.M. van Dijk1, Jos de Haan2•
University of Twente1, Erasmus University Rotterdam2
01 Jul 2017-Computers in Human Behavior
TL;DR: The main objectives of this study were to provide a framework of 21st-century digital skills with conceptual dimensions and key operational components aimed at the knowledge worker, and to identify seven core skills and five contextual skills.

801 citations

Journal Article•DOI•
Retention in Online Courses: Exploring Issues and Solutions—A Literature Review

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Papia Bawa1•
Purdue University1
05 Jan 2016-SAGE Open
TL;DR: The authors reviewed literature to ascertain critical reasons for high attrition rates in online classes, as well as explore solutions to boost retention rates, which will help create a starting point and foundation for a more, in-depth research and analysis of retention issues in online courses.
Abstract: Despite increasing enrollment percentages from earlier years, online courses continue to show receding student retention rates. To reduce attrition and ensure continual growth in online courses, it is important to continue to review current and updated literature to understand the changing behaviors of online learners and faculty in the 21st century and examine how they fit together as a cohesive educational unit. This article reviews literature to ascertain critical reasons for high attrition rates in online classes, as well as explore solutions to boost retention rates. This will help create a starting point and foundation for a more, in-depth research and analysis of retention issues in online courses. Examining these issues is critical to contemporary learning environments.

266 citations

Cites background or result from "Can we teach digital natives digita..."

  • ...Based on the results of her study, Ng (2012) inferred the need for educators to be aware of the benefits and possibilities that various technological tools provide for teachers’ training and students’ learning....

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  • ...Ng (2012) makes similar assertions when she points out that educators are responsible for raising awareness of educational technologies in digital natives, so that they can be used to facilitate the digital natives’ formal learning....

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  • ...They were also unfamiliar with concepts of ePortfolio or cloud computing (Ng, 2012)....

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  • ...The paucity of training and professional development opportunities compound the problems (Liu et al., 2002; Muirhead, 2004; Ng, 2012; Osika et al., 2009; Prensky, 2001; Tallent-Runnels et al., 2006; Young, 2004)....

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  • ...Therefore, they need constant guidance from their teachers until they become familiar with the educational technologies (Ng, 2012)....

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Journal Article•DOI•
Digital transformation in German higher education: student and teacher perceptions and usage of digital media

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Melissa Bond1, Victoria I. Marín1, Carina Dolch1, Svenja Bedenlier1, Olaf Zawacki-Richter1 •
University of Oldenburg1
28 Dec 2018-International Journal of Educational Technology in Higher Education
TL;DR: In this article, two datasets were examined regarding the use and perceptions of students and teachers on the use of digital tools, with the Learning Management System being perceived as the most useful tool.
Abstract: Digitalization in Higher Education (HE) institutions is an issue that concerns many educational stakeholders. ICT skills are becoming increasingly relevant in every context, especially in the workplace, therefore one of the prime objectives for universities has become preparing future professionals to be able to deal with problems and search for solutions, including digital competence as a vital skill set. Different policies, initiatives and strategies are currently being proposed in Germany, addressing educational technology innovations in HE. The University of Oldenburg is presented as an example, in an endeavour to gain an understanding of what is being proposed and what is actually happening in teaching and learning in German university classrooms. Two datasets were examined regarding the use and perceptions of students (n = 200) and teachers (n = 381) on the use of digital tools. Findings reveal that both teachers and students use a limited number of digital technology for predominantly assimilative tasks, with the Learning Management System being perceived as the most useful tool. In order to support the broader use of educational technology for teaching and learning purposes, strategies for HE institutions are suggested.

259 citations

Cites background or methods or result from "Can we teach digital natives digita..."

  • ...These results echo those of other studies (Lai & Hong, 2015; Margaryan et al., 2011; Ng, 2012; Thompson, 2013), which have found that student uses of technology for learning are centered on the “‘logistics’ of university study” (Henderson et al., 2017, p. 1575), rather than on content creation or…...

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  • ...Indeed, students in this study find that blogs and micro-blogging are not useful for learning at all, which could explain the low level of use found in previous studies (Lai & Hong, 2015; Margaryan et al., 2011; Ng, 2012; Thompson, 2013)....

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  • ...…been a range of international research investigating student use of technology for learning, undertaken in Australia (e.g. Henderson et al., 2017; Ng, 2012; Parkes, Stein, & Reading, 2015; Selwyn, 2016b), Israel (e.g. Barak, 2018), New Zealand (e.g. Lai & Hong, 2015), the United States (e.g.…...

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  • ...…Parkes et al., 2015; Thompson, 2013), students need more explicit help in understanding why technology is important (Kirkwood & Price, 2005; Margaryan et al., 2011; Thompson, 2013), and they require increased scaffolding to be able to use it effectively (Ng, 2012; Sumuer, 2018; Thompson, 2013)....

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  • ...The results provide an initial insight into how teachers and students use digital tools for teaching and learning, which points to the need for increased teacher professional development, in order to address academic digital literacy (Ng, 2012; Redecker, 2017)....

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Journal Article•DOI•
Attitude, digital literacy and self efficacy: Flow-on effects for online learning behavior

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Daniel D. Prior1, Jason Mazanov1, David Meacheam1, Graham Heaslip1, James M. Hanson1 •
University of New South Wales1
01 Apr 2016-Internet and Higher Education
TL;DR: Findings from an online survey of 151 postgraduate business students suggest that positive student attitude and digital literacy significantly contribute to self-efficacy, which has positive effects on peer engagement, learning management system (LMS) interaction and convener interaction.
Abstract: Online distance education allows easy and convenient access to learning opportunities. As with other forms of education, high self-efficacy often encourages greater student confidence and autonomy. While self-efficacy has been shown to have positive effects in face-to-face education, its antecedents and consequences in online distance education are less clear. This study addresses this issue. First, it considers two important antecedents: attitude and digital literacy. Second, the study considers the effects of self-efficacy on three important learning behaviors: peer engagement, learning management system (LMS) interaction and course convener interaction. Findings from an online survey of 151 postgraduate business students suggest that positive student attitude and digital literacy significantly contribute to self-efficacy. In turn, self-efficacy has positive effects on peer engagement, learning management system (LMS) interaction and convener interaction.

223 citations

References
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Journal Article•DOI•
Mixed Methods Research: A Research Paradigm Whose Time Has Come

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R. Burke Johnson1, Anthony J. Onwuegbuzie2•
University of South Alabama1, University of South Florida2
01 Oct 2004-Educational Researcher
TL;DR: In this paper, the authors position mixed methods research (mixed research is a synonym) as the natural complement to traditional qualitative and quantitative research, and present pragmatism as offering an attractive philosophical partner for mixed method research.
Abstract: 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 resear...

11,330 citations

"Can we teach digital natives digita..." refers methods in this paper

  • ...The research paradigm employed for this research is a pragmatic paradigm (Johnson & Onwuegbuzie, 2004) that embraces the mixed method (quantitative and qualitative) approach to seeking answers to the research questions....

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Journal Article•
Digital Natives, Digital Immigrants

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Marc Prensky
01 Oct 2001-on The Horizon
TL;DR: For example, this paper pointed out that students are no longer the people our educational system was designed to teach, and that a really big discontinuity has taken place in the last decades of the 20th century.
Abstract: It is amazing to me how in all the hoopla and debate these days about the decline of education in the US we ignore the most fundamental of its causes. Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach. Today’s students have not just changed incrementally from those of the past, nor simply changed their slang, clothes, body adornments, or styles, as has happened between generations previously. A really big discontinuity has taken place. One might even call it a “singularity” – an event which changes things so fundamentally that there is absolutely no going back. This so-called “singularity” is the arrival and rapid dissemination of digital technology in the last decades of the 20 th century.

7,973 citations

"Can we teach digital natives digita..." refers background in this paper

  • ...The concept of ‘digital natives’was first proposed by Prensky (2001) as a generation of people born in or after 1980....

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Journal Article•DOI•
Digital Natives, Digital Immigrants Part 1

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Marc Prensky
01 Sep 2001-on The Horizon
TL;DR: 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.
Abstract: 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”.

7,584 citations

"Can we teach digital natives digita..." refers background in this paper

  • ...The concept of ‘digital natives’was first proposed by Prensky (2001) as a generation of people born in or after 1980....

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Journal Article•DOI•
Cognitive load during problem solving: Effects on learning

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John Sweller1•
University of New South Wales1
01 Apr 1988-Cognitive Science
TL;DR: 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.

5,807 citations

Additional excerpts

  • ...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. They include desktops, mobile devices (e.g. laptops, tablets, ultramobiles, mobile phones, smartphones, PDAs, game consoles), interactive whiteboards, datalogging equipment, digital recording devices (e.g. cameras, flipcams, voice and video recorders), Web 2.0 technologies and other resources on the Internet (e.g. information and multimedia resources, communication and collaborative resources such as Skype, Moodle, Edmodo, Popplet, blogs, glogs, wikis, concept-mapping tools such as SpicyNodes and cMap and storage spaces such as Dropbox or SkyDrive) and the variety of software packages for learning that are either commercial, downloadable for trial for fixed periods of time, or are totally free and accessible from the Web. The rapidly changing landscape of digital technology over the last decade has seen a range of terms related to its literacy proposed in the literature, for example ICT literacy, information technology literacy, media literacy, net literacy, online literacy, multimedia literacy and new literacies (for reviews, see Markauskaite, 2006 and Oliver & Tomei, 2000). ‘New literacies’ is a relatively new concept in the literature. According to Australia’s newliteracies.com.au website, new literacies are digital literacies characterised by SMS (short message service), MMS (multimedia messaging service), social networking activities and mobile technologies such as mobile phones, smartphones and tablets. Thewebsite describes ‘new literacies’ as a combination of “letters, symbols, colours, sounds and graphics to extend language and the ways we communicate”. Similarly, Lankshear and Knobel (2003) described new literacies as new types of knowledge associated with “digitally saturated social practices”....

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DOI•
A pedagogy of Multiliteracies Designing Social Futures

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Bill Cope, Mary Kalantzis
01 Jan 1996
TL;DR: The authors argue that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches.
Abstract: THE NEW LONDON GROUP 1 In this article, the New London Group presents a theoretical overoiew of the connec­ tions between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies. " The authors argue that the multiplicity of communications channels and increasing cultural and lin­ guistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of traditional approaches by emphasizing how ne­ gotiating the multiple lingustic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students. The authors maintain that the use of multiliteracies approaches to pedagogy will enable students to achieve the authors' twin goals for literacy learning: creating access to the evolving language of work, power, and community, and fostering the critical engagement necessary for them to design their social futures and achieve success through fulfilling employment. If it were possible to define generally the mission of education, one could say that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, and economic life. Literacy pedagogy is expected to play a particularly important role in ful­ filling this mission. Pedagogy is a teaching and learning relationship that creates the potential for building learning conditions leading to full and equitable social participation. Literacy pedagogy has traditionally meant teaching and learning

4,915 citations

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Digital Natives, Digital Immigrants

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10 Mar 1997
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Trending Questions (1)
Digital literacy and eLearning adoption?

The paper discusses the digital literacy of undergraduate students studying eLearning and their adoption of unfamiliar technologies for learning. It shows that the students were generally able to use unfamiliar technologies easily and can be taught digital literacy.

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