scholarly journals Teacher Resources Online

2012 ◽  
Vol 14 (2) ◽  
pp. 62 ◽  
Author(s):  
Susan Nichols ◽  
Amy Maynard ◽  
Christopher Brown
Keyword(s):  
Digital Literacy ◽  
Literacy Practices ◽  
Teacher Professionalism ◽  
The Internet ◽  
Teaching Resources ◽  
Literacy Teaching ◽  
Teacher Resources ◽  
Online Resource ◽  
Resource Networks

The role of the internet is becoming ever more significant in the production and circulation of resources for literacy teaching, and in the process is changing teachers’ relationships with educational resources and professional communities. In this paper, we present case studies of four online resource networks established specifically for educational practitioners: TeacherTube, TES, TWRC Tank and Teacher Toolbox. We explore how and why the managers of these sites engage teachers, the online activities of educators using the sites, and the kinds of literacy teaching resources that are available to them. Based on an analysis of literacy teaching resources and associated activity on these websites, we argue that teacher professionalism in contemporary times involves new digital literacy practices in addition to conventional modes of using textual resources in teaching.

scholarly journals Panel on: Engaging Communities: The Role of ICTs

10.28945/2737 ◽  
2003 ◽  
Author(s):  
Stephen Tim ◽  
Scott A. Webber ◽  
Robert Luke
Keyword(s):  
Mobile Communications ◽  
Digital Literacy ◽  
Networked Systems ◽  
The Internet ◽  
Communications Technology ◽  
Access To Information ◽  
Human Beings ◽  
Societal Needs ◽  
User Friendly

It is estimated that by the end of 2005, over two billion human beings will be connected to each other through networked systems of mobile communications devices. By that time, the amount of communication that takes place between and among machines will exceed the amount of communication that takes place between and among human beings. It is important, therefore, that we focus our efforts on matching communications technology with societal needs. This panel examines the various ways that ICTs can engage, instruct and empower communities in the 21st century. The topics on this panel include: developing more user-friendly access to information on the Internet; teaching democracy to the emerging class of cyber-citizens; promoting accessibility and digital literacy to ICT users with disabilities; and how NGOs can help foster civic engagement in Eastern Europe through ICTs.

scholarly journals Optimalisasi peran internet dalam mewujudkan digital citizenship dan implikasinya terhadap ketahanan pribadi siswa

2020 ◽  
Vol 17 (1) ◽  
pp. 29-39
Author(s):  
Armaidy Armawi ◽  
Darto Wahidin
Keyword(s):  
Social Media ◽  
Digital Literacy ◽  
Age Groups ◽  
The Internet ◽  
Digital Citizenship ◽  
School Age ◽  
Vocational High School ◽  
Research Findings ◽  
Personal Resilience

Individu usia sekolah merupakan salah satu pengakses internet dengan menggunakan media sosial paling aktif. Akses internet menjadi sangat yang rawan, mengingat penggunaannya di dominasi oleh kalangan usia sekolah. Beredarnya isu hoax, fitnah, bahkan menghujat melalui media sosial yang dengan mudahnya di akses melalui internet, menunjukkan belum dewasanya dalam penggunaan internet.  Tujuan dalam penelitian ini mengetahui proses optimalisasi peran internet dalam mewujudkan digital citizenship di Kota Semarang dan mengkaji implikasi dari optimalisasi peran internet terhadap ketahanan pribadi siswa di Kota Semarang. Penelitian ini menggunakan pendekatan kualitatif. Temuan penelitian menunjukkan bahwa proses optimalisasi peran internet dalam mewujudkan digital citizenship di SMA Negeri 1 Semarang dan SMK Negeri 1 Semarang dilakukan dengan mengoptimalkan akses digital, digital literacy, dan perdagangan digital. Implikasi dari optimalisasi peran internet terhadap ketahanan pribadi siswa dengan adanya hukum digital dan mewujudkan digital citizenship. Sembilan kriteria dalam mewujudkan digital citizenship telah terpenuhi, namun masih harus ada perbaikan untuk mengoptimalkannya.-----School-age is the most active social media. Internet access is very vulnerable, considering that school-age groups dominate its use. Circulation of hoax, slander, and even blasphemy through social media easily accessed via the internet shows not yet mature in using the internet. The purpose of this study is to determine the process of optimizing the role of the internet in realizing digital citizenship in Semarang City and examining the implications of optimizing the role of the internet for the personal endurance of students in the city of Semarang. This research uses a qualitative approach. The research findings that the process of optimizing the role of the internet in realizing digital citizenship in SMA (Senior High Scholl) Negeri 1 Semarang and SMK (Vocational High School) Negeri 1 Semarang carried out by optimizing digital access, digital literacy, and digital commerce. Implications of optimizing the role of the internet on students' personal resilience in the presence of digital laws and realizing digital citizenship. Nine criteria in realizing digital citizenship have met, but there must still be improvements to optimize it.

Young Children's Engagement With Digital Technologies in the Family Context

2018 ◽  
Vol 9 (4) ◽  
pp. 90-101 ◽  
Author(s):  
Vilmantė Liubinienė ◽  
Ramunė Kasperavičienė
Keyword(s):  
Young Children ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Digital Technologies ◽  
Family Context ◽  
Smart Devices ◽  
Online Technologies ◽  
Digital Devices ◽  
The Family

Although more and more children engage in daily online activities with digital technologies, the roles that online technologies play in children's lives are still understudied. This article aims at identifying the role of digital devices as well as practices in which young children are engaged at home. It also strives to explore digital literacy practices and to research how these are embedded into the family context. The case study of Lithuania discussed in this article contributes with new knowledge about the local contexts and may help to understand the main problems to be further worked upon with on a global and European scale. The research of young children and their engagement with digital technology in Lithuania comes as part of the EC JRC project “Young Children (0–8) and Digital Technologies.” The findings reveal that although children perceive online technologies and the use of smart devices as entertainment and relaxation, they are not addicted. Several factors affect young children's uses and skills of digital technologies, including family constitution and parental styles.

scholarly journals THE ROLE OF INFORMATION AND ELECTRONIC TRANSACTIONS (ITE) LAW (LAW NO. 11 OF 2008) AND CYBER ETHICS: NURTURING POSITIVE BEHAVIOR IN THE CYBERSPACE ACCORDING TO PANCASILA FOR THE PEOPLE OF TANGERANG CITY

2020 ◽  
Vol 10 (2) ◽  
pp. 159
Author(s):  
Adi Rio Arianto ◽  
Jerry Indrawan ◽  
Gesti Anggraini ◽  
M. Chairil Akbar Setiawan
Keyword(s):  
Digital Literacy ◽  
Negative Impact ◽  
Positive Behavior ◽  
The Internet ◽  
Free Access ◽  
Digital Ethics ◽  
The People ◽  
Electronic Transactions ◽  
Cyber Ethics

<p>This paper aims to find out the factors behind the lack of awareness toward digital literacy and cyber ethics among the people of Tangerang City – specifically, those who live in Neighborhood (RT 03) and Community Associations (RW 01) in Sandratex Street No. 106, Rempoa Urban Village, East Ciputat Sub-district, South Tangerang City, Banten Province, Indonesia. Digital literacy is related to the positive and negative impact of the internet. This paper employs a qualitative method and collects data through an interview and survey with forty people, which is consisted of 30 students, 5 Karang Taruna Rempoa activists, and 5 students’ parents. This paper finds that the implementation of ITE Law has positively impacted the people of Tangerang through various means: <em>first</em>, the people of Tangerang City can make a contribution by becoming a social agent that can prevent and address online radicalism, hoax and online persecution in their neighborhood. This is possible because the ITE Law improves students’ and the community’s cyber literacy significantly; <em>second</em>, the people of Tangerang City can understand about ethics and legal foundation through the socialization of “The Role of ITE Law (Law No. 11 of 2008) and Cyber Ethics” as part of the efforts to prevent online radicalism, hoax and online persecution resulting from free access to the cyberspace; <em>third</em>, the people of Tangerang City can act upon the values of nationalism, national defense and Pancasila that are all contained within the ITE Law (Law No. 11 of 2008) in order to nurture positive behavior in the cyberspace; and <em>fourth</em>, the people of Tangerang City are more aware about the importance of cyber law and ethics in the cyberspace to control positive internet behavior and prevent the negative impact of the internet in all walks of life.</p><p><strong>Keywords: </strong>Cyber, Digital, Ethics, Information and Electronic Transactions<strong> (</strong>ITE) Law, Pancasila, Tangerang.<strong></strong></p>

scholarly journals MONGOLIAN STUDENTS' DIGITAL LITERACY PRACTICES: THE INTERFACE BETWEEN ENGLISH AND THE INTERNET

2016 ◽  
Vol 55 (2) ◽  
pp. 293-318
Author(s):  
Daariimaa Marav
Keyword(s):  
New Media ◽  
University Students ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Family Background ◽  
Digital Technologies ◽  
The Internet ◽  
Structural Factors ◽  
Digital Literacies

ABSTRACT Over the last few decades, Mongolia has experienced social, economic, technological and political changes. Those changes have contributed to the growing cultural status of English mediated in particular through the digital literacy practices of young Mongolians. However, much of the digital and new media research takes place in predominantly Anglo-American contexts (RINSLOO & ROWSELL, 2012) and not much is known about what shapes Mongolian university students' use of digital technologies. The research reported on here aims to fill this gap. Drawing on perspectives offered by the field of Literacy Studies, which analyses literacy practices within the social and cultural contexts in which they occur, and employing a mixed methods approach, the research examines how Mongolian university students majoring in English used digital technologies, especially the internet, in their everyday lives. Data were generated through a survey of 98 students and through observations of and interviews with six case study participants who came from diverse socioeconomic backgrounds. The findings indicate that most students' digital literacy practices were directed towards improving their English. They used digital technologies strategically by negotiating the issues of cost and time, and exercised agency in personalising the technologies to support their English learning and eventually to improve their social positions. However, the findings also suggest that the participants' engagement with digital technologies was shaped by contextual and structural factors which included family background, personal resources such as English proficiency, digital literacies and aspirations. The research considers how the findings may inform improvements to educational practices around the teaching and learning of English and digital literacies in Mongolian universities.

scholarly journals Power, Ideology and Identity in Digital Literacy: A Sociolinguistic Study

2019 ◽  
Vol 9 (4) ◽  
pp. 252
Author(s):  
Fatima Zafar Baig ◽  
Wajeeha Yousaf ◽  
Fareeha Aazam ◽  
Sarah Shamshad ◽  
Iqra Fida ◽  
...  
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
English Language ◽  
Literacy Practices ◽  
Social Identities ◽  
Literacy Practice ◽  
Sampling Frame ◽  
Linguistic Features ◽  
Facebook Pages

This study investigates the significance of digital media in terms of social implications. It draws its theoretical insights from the Darvin and Norton model of investment (2015) as it gives purely a new dimension to the concept of digital literacy. The study is designed in order to evaluate some important aspects of Social media, particularly Facebook, as an important digital literacy practice. Firstly, the study examines the way power is operated in the digital mediated construction of social identities. Certain social identities position other identities and accord or refuse them power. These even shape social ideologies and identities as English-language speakers hold a privileged position in society while Urdu-language speakers are marginalized all over the world. Secondly, it explores the role of digital media in the investment of language and digital literacy practices to represent social ideologies at three different angles of marriage, adulthood and family. Having established a sampling frame consisting of nine Facebook pictorial postings from three Facebook pages, the findings suggested that the text and visual representations of Facebook postings use various linguistic features like literary devices that are playing an evident role in the representation of social ideologies.

Peer scaffolding techniques and approaches in preschool children’s multiliteracy practices with iPads

2018 ◽  
Vol 16 (3) ◽  
pp. 245-257 ◽  
Author(s):  
Anna Kirova ◽  
Nicole M Jamison
Keyword(s):  
Young Children ◽  
Sociocultural Theory ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Classroom Teachers ◽  
Formal Schooling ◽  
Peer Scaffolding ◽  
Study Offer

This article presents findings from a 4-month qualitative intrinsic case study that examined 25 preschool children’s early multiliteracy experiences and technology uses within the context of their homes and classroom. First, to find out about the different forms of technology and literacy practices the children participated in within their homes and classroom, we surveyed 13 parents and the two classroom teachers. Next, we conducted regular in-class observations, interviewed seven children about their digital experiences, and analyzed digital artifacts created on the iPads. Vygotsky’s sociocultural theory of learning grounded our interpretation of the classroom events and artifacts regarding multiliteracy practices. We gave special attention to the role of adult and peer scaffolding. This article briefly outlines the process of teacher scaffolding and discusses in detail the instances of peer scaffolding that emerged. Of importance were two video series that demonstrated a more capable peer using various strategies and approaches to scaffold her peers in creating digital literacy texts. Based on the data, we argue that more capable peers can be important sources for scaffolding young children’s multiliteracy experiences in preschool classroom contexts. The findings from this study offer teachers and educational researchers insights into how young children may be engaged in and scaffolded by both teachers and peers in their multiliteracy practices prior to formal schooling.

scholarly journals Acercamiento etnográfico a la alfabetización digital en un Instituto de Educación Secundaria Obligatoria en Barcelona

2016 ◽  
pp. 190-215
Author(s):  
Mtro. Francisco Martínez Ortega ◽  
Lic. Jaume Subías ◽  
Dr. Daniel Cassany
Keyword(s):  
Digital Literacy ◽  
Computer Literacy ◽  
Literacy Practices ◽  
Learning Objects ◽  
Basic Knowledge ◽  
Literacy Teaching ◽  
One Laptop Per Child ◽  
Audio Recordings ◽  
The One ◽  
Alfabetización Digital

En la transición de una promoción de alumnos hacia la Educación Secundaria Obligatoria en un centro adscrito al modelo 1x1 encontramos una estrategia de alfabetización digital. Usando referentes de la didáctica de las lenguas la analizamos para conocer cómo los profesores la conciben, cómo se implementa y qué prácticas letradas digitales están implicadas. A través de un acercamiento etnográfico entrevistamos al profesorado responsable de la planificación e implementación, recopilamos documentos y realizamos observaciones de aula: tomamos notas, fotografías y realizamos grabaciones de audio. Identificamos que en este contexto la alfabetización en el ámbito digital adquiere un carácter metafórico (como conocimientos básicos de herramientas digitales) brindando oportunidades limitadas de participación en prácticas letradas digitales a los alumnos. Encontramos dos procesos relevantes para la alfabetización en el ámbito digital: la selección de prácticas letradas y su transformación en objetos de aprendizaje. AbstractFramed by the transition to secondary education under the One Laptop Per Child model (OLPC) we analyze (using concepts of Didactics of Languages) a school's digital literacy teaching efforts gathered in its Computer Literacy Sessions. We seek to understand: how the task is conceived by teachers, how is implemented, and the digital literacy practices implied. Performing an ethnographic approach we interviewed the teachers who designed said sessions. We also conducted classroom observations where we obtained fieldnotes, photographs, audio recordings and related documents. We identified that the digital literacy is conceived (in a metaphorical sense) as a basic knowledge of digital tools. This brings limited experiences in digital literacy practices to the students. We found two important processes for digital literacy teaching: the selection of digital literacy practices and their transformation into learning objects. Recibido: 03 de febrero de 2016Aceptado: 25 de mayo de 2016

scholarly journals The World of Penguins: The Role of Peer Culture in Young Children’s Interaction in Online Games

2013 ◽  
Vol 2 ◽  
pp. 185-198
Author(s):  
Tolga Kargin
Keyword(s):  
Digital Literacy ◽  
Virtual World ◽  
Literacy Practices ◽  
School Setting ◽  
After School ◽  
Central Research ◽  
Peer Culture ◽  
Proximal Development ◽  
Generation Activity

In this study, to be able to understand the role of the children’s interactions with each other and the role of online and offline communities on children’s play and digital literacy practices, we examined a group of children’s collaborative play within the Club Penguin virtual world while they were engaging in an after‐school setting. We had eight participants (one girl and seven boys) between 5‐8 years old. During our study, the participants worked independently, but sat side by side in the computer room as they controlled their penguin avatars in the virtual world. To answer the central research questions, we used several kinds of data collection methods. We performed participant observations, took fieldnotes, and videotaped all 6 one‐hour‐long sessions during our study. Since we focus particularly on the interactions among children and their effects on play and literacy practices, we employed Vygotsky’s Zone of Proximal Development (ZPD) concept as our theoretical framework. Also, to be able to analyze the influence of children’s online and offline communities on their play and digital literacy practices, we used the second‐generation activity theory.

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