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Can we teach digital natives digital literacy
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TLDR
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.read more
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Chun Meng Tang,Lee Yen Chaw +1 more
TL;DR: This study provides evidence that digital literacy is a prerequisite for students to be effective in learning in a blended learning environment.
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Measuring digital literacies: Junior high-school students' perceived competencies versus actual performance
Erez Porat,Ina Blau,Azy Barak +2 more
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Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education
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Digital competencies: A review of the literature and applications in the workplace
TL;DR: The results of this research indicate that even though there is overlapping content, each perspective adds unique content to the concept of digital competencies at work, which enhances the applicability of professional learning and development of digital competence at work.
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How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?
TL;DR: Whether and how the pedagogical design of an academic course, which developed a variety of digital literacy competencies, supported students in regulating collaborative technology-enhanced learning and helped them cope with the sense of psychological ownership over collaborative learning outcomes is explored.
References
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Journal ArticleDOI
Mixed Methods Research: A Research Paradigm Whose Time Has Come
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.
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Digital Natives, Digital Immigrants
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.
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Digital Natives, Digital Immigrants Part 1
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.
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Cognitive load during problem solving: Effects on learning
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.
A pedagogy of Multiliteracies Designing Social Futures
Bill Cope,Mary Kalantzis +1 more
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.