What’s to be learned?

Abstract

This circumscribed review analyzes recent sociocultural, qualitative research in digital literacies within pre-service teacher education. It focuses on what teacher educators are doing with respect to working with pre-service teacher education students and digital literacies conceived more in terms of social practices than as proficiency in using education technology tools. Analysis suggests digital literacies within pre-service teacher education are typically linked to out-of-school practices in order to help facilitate student teachers' take-up of digital literacies in their own classrooms. The studies also suggest that projects that encourage and support collaboration are well received by pre-service teachers and seem to result in fruitful learning. KeywordsDigital literacies, Pre-service teacher education, Review INTRODUCTION Digital literacies and teacher preparation-or, in this paper, pre-service teacher educationprogrammes in universities are receiving increased attention from policy-makers, curriculum writers and academic researchers. Faculties in universities are being called on to combine literacy and digital technologies in teacher education students' coursework in ways that are meaningful and that will transfer effectively into innovative teaching and learning practices in school classrooms. Indeed, international policy pronouncements and guidelines, such as UNESCO's ICT Competency Standards for Teachers (2008), point to large-scale expectations that teacher education fall into step with digital technology developments and uses in the wider world. The competency standards in this UNESCO document were to

Two worlds collide? Mapping the third space of ICT integration in early childhood education

“…In this chapter, I present the data analysis procedures. The data analysis was guided by the principles of qualitative research methodology which means that the quantitative methods used (i.e., counting frequency effect sizes; see Onwuegbuzie, 2003) were also based on and interpreted from the same epistemological and ontological foundations and frames as the qualitative analyses.…”

“…No examples of what was meant by ICT were given. A written permission to use the assignments as research data was sought after the course, as opposed to beforehand, to avoid influencing the content (de Oliveira Nascimento & Knobel, 2017). This policy also made it possible for the students to get to know me better before deciding whether to give the permission or not.…”

“…The purpose was to achieve an overall picture of which activities and devices, as well as first and second space related themes, were the most frequently drawn and mentioned among the whole population of participants. These frequency counts were then converted to percentages to calculate the frequency effect size (Onwuegbuzie, 2003). The interpretative analysis was carried out to examine the holistic impression of the drawings by attempting to locate the cultural aspects reflected in the drawings (Anning & Ring, 2004; see also Selwyn et al, 2009).…”

Implementasi Personalized Learning Menggunakan Litercy Ict Digital : Sebuah Systematic Literatur Review

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Letramentos digitais e multimodalidade em materiais didáticos de língua inglesa

“…Isso implica dizer que, em uma aula de geografia, por exemplo, o professor pode possibilitar a reflexão de seus alunos por meio de uma notícia que está amplamente difundida no Instagram, a respeito do uso das máscaras durante o período no qual o Brasil sofria o pico nos casos e como docentes e pesquisadores da área de linguística aplicada, precisamos estar cientes dessas práticas para podermos questionar e refletir sobre as vivências e convivências dentro do mundo digital.Para prosseguir com este debate, apresentamos o percurso metodológico que guiou a pesquisa de iniciação científica da qual este artigo é resultante. Em seguida, tratamos das principais análises, discussões e resultados, estabelecendo conexões entre os dados encontrados -as propostas presentes no aplicativo Estude em Casa, o qual é disponibilizado pela Secretaria de Estado da Educação, do Esporte e da Cultura de Sergipe (doravante SEDUC-SE) -com as teorias dos novos letramentosLANKSHEAR, 2014;LANKSHEAR; KNOBEL, 2007;NASCIMENTO;SOUZA, 2020;THE NEW LONDON GROUP, 1996), com ênfase especial nos letramentos digitais(SULZER, 2018;SILVA, 2020;NASCIMENTO;KNOBEL, 2017;NASCIMENTO, 2014) e multimodalidade(KRESS, 2003;FAÇANHA;LUCENA, 2020; MULIK, 2021;BALADELI, 2020; ZACCHI, 2016). qualitativa interpretativista.…”