A Theoretical Framework to Foster Digital Literacy: The Case of Digital Learning Resources

Abstract

Abstract. The New National Curriculum in Norway from 2006 recommends that teachers and students acquire a high degree of digital literacy in school education. One way to foster digital literacy is to train teachers to design and critically evaluate digital learning resources (DLRs). However, little research has been done as to which design principles and evaluation criteria are suitable for DLRs. This work proposes a theoretical framework, along with a case study, for designing and evaluating DLRs. The article draws on research in learning theory, pedagogical usability criteria, and context of use. The paper reports on the implications of the framework for the design and evaluation of DLRs.

Pedagogical Uses of Digital Technologies by Pre and In-Service Teachers: Literature Review from a Global Perspective to the Chilean Context

“…We may find several theoretical frameworks and models supporting the uses of digital technologies in teaching, such as Koehler & Mishra's technological, pedagogical, content knowledge (TPACK) [14]. Within the wide repertoire of perspectives underlying teachers' uses of ICT there are two broader views: the conventional (or traditional) and the innovative pedagogical frameworks [1,2,15,16]. The former is mainly characterized by the uses of ICT for delivering content, the preservation of a passive role and commitment of pupils in their learning processes, and the focus placed on the teacher.…”

“…The latter involves active student participation in order to assure deep understanding and application of learning in real world contexts to maximize student-learning achievement [2,16]. Following this viewpoint, Hadjerrouit sustains that the multiple perspectives underpinning the uses of ICT in teaching complicate teachers' choices and applications of such technologies with pupils [15]. This situation leads teachers to choose a mix of learning theories, which sometimes are not "adequately" transferred into the classroom.…”

“…In this line, there seems to be an assumption that if teachers know how to operate technologies, they will use it pedagogically almost by instinct [17]. This idea leads to conclude that teachers need to master not only the operational skills to manipulate ICT but also their critical thinking abilities that enable them to choose and decide how a specific technology should be used with teaching intentions [15,17,18]. As we have mentioned earlier, the incorporation of technology in teaching is complex and involves multiple considerations.…”

“…Considering that most of the research-based evidence exposed in the previous passages claims a need for further exploration, it could be hypothesized, then, that there is a potential domain of pedagogical expansion that can include 'new' educative uses of technology inside the classroom. This interpretation would also suggest that both pre-service and in-service teachers might need more systematic training and support to acknowledge the possible learning benefits of ICT, such as flexibility, collaborative learning, motivation, creativity and critical thinking skills, among other learning gains [15,16,21].…”

“…This situation appears to be mainly due to an assumption that if teachers can manipulate ICT they will be instinctively prepared to use it pedagogically [17,24]. It is interesting to note that technology integration in teaching is often viewed from an operational or technical perspective [15,25]. Hence, teacher training programmes, as well as teacher educators and consultants, face the challenge to rethink and orient their preparation towards the awareness of the links between pedagogy, literacy changes among pupils and teachers, and how technology can be used in practice to improve student learning gains.…”