Digital literacy: a Palestinian refugee perspective

Traxler, John

doi:10.25304/rlt.v26.1983

Cited by 30 publications

(23 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This highlights the importance of strategic student success programmes for facilitating transition into higher education for refugees, in order to achieve the UN Sustainable Development Goals of having a collective responsibility to ensure that educational systems adapt to the needs of refugees to ensure this vulnerable group is visible and accounted for in educational provision. Through the provision of these supports for refugees the financial, structural, cultural, and digital equity barriers to accessing higher education may be overcome (Crea & Sparnon, 2017;Traxler, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Central to the DCU online scholarships is not only the provision of access to HE but also the provision of access to the internet, a laptop and the digital skills training necessary to overcome the inequalities inherent in the Irish Direct Provision system (Farley & Willems, 2017). The aim of this initiative is to aid refugees and asylum seekers in overcoming the significant financial, structural, cultural, and digital equity barriers to accessing higher education (Crea & Sparnon, 2017;Traxler, 2018).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Duelling identities in refugees learning through open, online higher education

et al. 2019

View full text Add to dashboard Cite

This paper reports on a qualitative study of the transition experiences of refugees studying through open and online higher education. Online, open education programmes have considerable potential to provide flexible access to education for refugees, who are not well represented within higher education. As part of a wider University of Sanctuary initiative, interview data from six Ireland-based refugees was analysed using a data-led, qualitative methodological framework grounded in discursive psychology. Findings indicate that participants’ transition narratives are typical in many ways as they form student identities while managing their existing identities and begin to feel, or not, that they belong. Participants constructed a stark divide between two duelling identities, between their identity as a refugee and their new identity as an online learner. Identification with the university was emphasised in contrast to disidentification with the ‘asylum world’. These findings indicate that a strategically connected approach to supporting refugees transition into higher education can impact positively on these students.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Duelling identities in refugees learning through open, online higher education

et al. 2019

View full text Add to dashboard Cite

show abstract

“…Therefore, it is important to develop digital competencies so that students can communicate and express their ideas effectively using digital media (Chan et al, 2017). One way to start this is to incorporate the use of digital products into literacy compositions and instructions, which will help drive digital literacy (Traxler, 2018).…”

Section: Introductionmentioning

confidence: 99%

Digital Literacy Competencies for Teacher Education Students

Atmazaki¹,

Indriyani²

2019

Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019)

View full text Add to dashboard Cite

As a generation that lives in the millennium, students must be able to utilize information and communication technology (ICT). They are not only expected to master ICT for their own needs in absorbing knowledge, but they must also be able to use ICT to support their profession as educators. This means that students must have good digital literacy competencies. However, is the mastery of Indonesian students' digital literacy sufficient to support their role as educators? This study aims to describe and analyze digital literacy competencies of students at the tertiary level. This includes students' digital literacy levels and the obstacles they experience in mastering and empowering them in education. This research was conducted with a case study method with instruments in the form of questionnaires and interview guidelines. The research correspondents are language students at two universities in West Sumatra. Data analysis showed that digital literacy competencies of educational students tended to be medium to good. However, these competencies are still at the level of knowledge. For the competency level and creativity of students tend to insufficient. In addition, they have become familiar with ICT as a new digital literacy base since entering college. Although students' digital literacy competencies are good, the utilization of these competencies has not been optimally utilized for learning purposes. It is recommended that teacher-education students be trained to master ICT as a course to prepare skilled education students to deal with the work environment.

show abstract

“…As a final piece of background, this is a companion piece to an earlier work (Traxler 2018) that outlined the need to define a digital literacy curriculum for the Palestinian community. It made the point that the dominant conceptions of digital literacy spring from a largely European context, in terms of politics, culture, infrastructure, institutions and educational sectors.…”

Section: Introductionmentioning

confidence: 99%

Living under occupation: Palestinian teachers’ experiences and their digital responses

Traxler

Khaif

Nevill

et al. 2019

Research in Learning Technology

Self Cite

View full text Add to dashboard Cite

Unlike most neighbouring countries in the world, teachers in the occupied territories of Palestine face extraordinary conditions and challenges. These are due to the continued Israeli occupation. This article reports on a large-scale survey of Palestinian teachers. It explores the impact of the occupation on the professional lives of the teachers around Nablus, and indirectly on their students and communities, and on their digital responses. Follow-up focus groups explore their feelings, experiences and reactions, providing greater insights into this complex and troubling situation. The article underpins further work on appropriate digital literacy. It does however also provide an insight into the challenges to rigorous fieldwork outside the mainstream of the developed North and specifically in a region of conflict and occupation.

show abstract

Digital literacy: a Palestinian refugee perspective

Cited by 30 publications

References 9 publications

Duelling identities in refugees learning through open, online higher education

Duelling identities in refugees learning through open, online higher education

Digital Literacy Competencies for Teacher Education Students

Living under occupation: Palestinian teachers’ experiences and their digital responses

Contact Info

Product

Resources

About