Devices, distractions and digital literacy: ‘Bring your own device’ to polytech

Drew, Leoni; Forbes, Dianne

doi:10.15663/tandc.v17i2.157

Cited by 2 publications

(1 citation statement)

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“…Young, seemingly technologically proficient learners are often perceived to be "digital natives", raised in a world surrounded by digital technology and, assumed to be comfortable and familiar with how to use it (Prensky, 2001). In response to this accepted technical capability, we often expect learners to be able to apply often fairly complex digital literacy skills, or to be capable of improving them independently (Drew & Forbes, 2017). Ultimately, Buckingham (2007) believes, the elements of digital literacy should be seen as essential in the context of democratic participation, equity and social inclusion and adequately scaffolded and extended throughout curriculum content and design.…”

Section: Digital Literacymentioning

confidence: 99%

Educational equity and the application of technology: A critical approach

Brian¹

2021

Scope (Learning and Teaching)

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Section: Digital Literacymentioning

confidence: 99%

Educational equity and the application of technology: A critical approach

Brian¹

2021

Scope (Learning and Teaching)

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Digital Literacy: An Investigation into Perceived Competencies of Open Distance Learning Students in the Eastern Cape Province of South Africa

Daya

2022

Preprint

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The aim of this study was to investigate and describe the perceived digital literacy competencies of open distance learning students at the University of South Africa in the Eastern Cape province of South Africa. In this study, I examined whether there is a statistically significant relationship between the independent variables, attitudes towards digital technology for academic purposes, use of the Learner Management System, attendance at regional digital literacy workshops, and the dependent variable, perceived digital literacy competencies. In this study, I employed the new conceptual framework of e-skills for digital inclusion by Pokpas to investigate the perceived digital literacy competencies of the students. I used a quantitative research approach which is used to examine relationships between variables and statistical procedures to analyse the data. The study concluded that most students have high self-perceived digital literacy competencies. Statistically significant positive relationships were found between attitude towards digital technology for educational purposes, use of the Learner Management System, attendance at regional digital literacy workshops and perceived digital literacy competencies. Recommendations were made to revisit the marketing strategy, the offering of digital literacy workshops, and the admission policy and to include a digital literacy competency assessment test for all students. The study recommended further research to test the actual digital literacy competencies of the students, emphasising the importance for all students to be digitally literate. This is not only for achieving academic success but also for being able to operate effectively and efficiently in the digital society and being prepared for the 4IR.

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Devices, distractions and digital literacy: ‘Bring your own device’ to polytech

Cited by 2 publications

References 12 publications

Educational equity and the application of technology: A critical approach

Educational equity and the application of technology: A critical approach

Digital Literacy: An Investigation into Perceived Competencies of Open Distance Learning Students in the Eastern Cape Province of South Africa

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