Teacher's digital fluency: a new competence for foreigh language teaching

Abstract

This paper reports on a case study research focusing on digital fluency as a new competence for teaching foreign languages through technology. The data were generated on a training course having as its main purpose the investigation of pre-service and in-service teachers' perceptions about the relevance of digital fluency and the pedagogical use of digital technologies for foreign language (FL) teaching and learning. The trainee teachers were asked to work in groups with the purpose of exploring Windows Movie Maker software in order to create a movie addressing the importance of digital fluency and the potential of this digital tool in FL teaching and learning. The results suggest that digital fluency was considered a necessary competence for the creation of more attractive and dynamic lessons that motivate meaningful FL production.

Türkçe Dersinde Dijital Akıcılığın Geliştirilmesi İçin Hazırlanan Programın Sınıf Öğretmenlerinin Dijital Akıcılıklarına Etkisi

“…Findings from the Digital Fluency Scale revealed that the average score increased significantly in the posttest condition, which showed that the importance of training for teachers who increased their knowledge about digital tools was quite high. These findings were also supported by Pinho and Lima (2013), who put forward the view that it was crucial to increase teachers' digital fluency levels through the training provided.…”

“…Digital fluency in education refers to teachers' knowledge of how to creatively use digital tools to achieve teaching and learning goals (Pinho ve Lima, 2013). Teachers should participate in trainings, courses and seminars to be able to provide education in accordance with these purposes.…”

“…Dijital akıcılık, hem dijital teknolojinin nasıl kullanılacağını bilmeyi hem de dijital teknoloji ile anlamlı fikirlerin nasıl oluşturulacağının bilinmesini kapsamaktadır (Wang, Wiesemes ve Gibbons, 2012). Eğitimde dijital akıcılık, eğitimcilerin öğretim ve öğrenim hedeflerine ulaşmak için dijital araçları yaratıcı bir şekilde nasıl kullanacaklarına dair bilgilerini ifade eder (Pinho ve Lima, 2013). Öğretmenlerin bu amaçlara uygun bir şekilde eğitim öğretim yapabilmeleri için eğitim, kurs ve seminerlere katılım göstermeleri gerekir.…”

Technology proficiency self-assessments of teachers becoming professional in the 21st century: A scale adaptation study

“…In addition, with the advancement of technology, it is expected that the students adapt to new technologies. This competence, also defined as digital fluency, consists of a synthesis of high-level thinking and digital literacy skills (Pinho & Lima, 2013). Therefore, 21st century skills are now becoming one of the main drivers in today's and tomorrow's educational understanding.…”

“…Bununla birlikte teknolojinin sürekli gelişmesiyle bireylerin yeni teknolojilere uyum sağlaması da beklenmektedir. Dijital akıcılık olarak tanımlanan bu yeterlilik; üst düzey düşünme becerileri ile dijital okuryazarlık becerilerinin sentezinden oluşmaktadır (Pinho & Lima, 2013). Dolayısıyla 21. yüzyıl becerileri bu haliyle günümüz ve geleceğin eğitim anlayışında artık temel yönlendiricilerden birisi haline gelmektedir.…”