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Two interrelated myths arise from the way practitioners in higher education respond to an increased emphasis on technological delivery. One myth stems from the view that tertiary education students are digital natives who have universal and uniform digital experiences. This myth presumes that the technological experiences of these students are homo...
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Facing the growing number of digital natives entering the classroom, business professors look for innovative ways to enhance the student learning experience. The authors focus on the online interactive learning tool LearnSmart (McGraw-Hill, New York, NY), and examine its impact on student learning effectiveness by testing the direct and indirect re...
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... Another example would be the choice of tools for group presentations, which can be PowerPoint, Prezi, Keynote, Slides, Slidebean, Zoho Show, Google Slides, Canva, and Visme, or beyond these templates, such as video recordings and poster expositions. Research by Quinton (2010), Dahlstrom et al. (2011), andBurton et al. (2015) reveals that students are involved in a task more effectively when they can rely on tools that suit their tastes. ...
This article is the author's professional reflectivity as a TESOL lecturer at an Australian University over the past sixteen years. Observing and responding to students' interests, concerns, and challenges has allowed this work to take shape. It signifies a range of issues that shape student learning with a strong focus on problematic features of online education practices. These issues include the absence of non-verbal cues, responsive latency, the pressure of teacher multiple-roles, and digital learning boredom. Thanks to collected data from student feedback, conversation with colleagues, and field notes, the author has put together a set of principles and strategies for making teaching and learning in the virtual space a more rewarding experience for both teachers and students. The strategies include making learning content interesting and useful, personalised communication, clear participation protocols, mediation of student workload and participation, scaffolding online learning, organising choices, diversifying approaches to tasks, encouraging student voices, and collaboration with non-teaching staff. This is an open-access article under the CC-BY-SA license.
... Smith [82], in noting the popularity of the Digital Native discourse, observed that despite "a growing body of recent evidence challenging such notions of students as digital natives", there remained a dominant perception within higher education of the Digital Native generation. Burton [92] noted that the myth of the Digital Native, the belief in the internet as a "panacea" for rising education costs and demands for authentic learning experiences resulted in the widely held assumption that online learning was a quick, inexpensive and effective way of teaching. However, fundamental changes are required at an institutional level for effective online education to be realised. ...
Background and aims:
Nurses are increasingly engaging with digital technologies to enhance safe, evidence-based patient care. Digital literacy is now considered a foundational skill and an integral requirement for lifelong learning, and includes the ability to search efficiently, critique information and recognise the inherent risk of bias in information sources. However, at many universities, digital literacy is assumed. In part, this can be linked to the concept of the Digital Native, a term first coined in 2001 by the US author Marc Prensky to describe young people born after 1980 who have been surrounded by mobile phones, computers, and other digital devices their entire lives. The objective of this paper is to explore the concept of the Digital Native and how it influences undergraduate nursing education.
Materials and methods:
A pragmatic approach was used for this narrative review, working forward from Prensky's definition of the Digital Native and backward from contemporary sources of information extracted from published health, education and nursing literature.
Results:
The findings from this narrative review will inform further understanding of digital literacy beliefs and how these beliefs influence undergraduate nursing education. Recommendations for enhancing the digital literacy of undergraduate nursing students are also discussed.
Conclusions:
Digital literacy is an essential requirement for undergraduate nursing students and nurses and is linked with safe, evidence-based patient care. The myth of the Digital Native negates the reality that exposure to digital technologies does not equate digital literacy and has resulted in deficits in nursing education programs. Digital literacy skills should be a part of undergraduate nursing curricula, and National Nursing Digital Literacy competencies for entry into practice as a Registered Nurse should be developed and contextualised to individual jurisdictions.
... Smith [79] (n.p.), in noting the popularity of the Digital Native discourse, observed that despite "a growing body of recent evidence challenging such notions of students as digital natives", there remained a dominant perception within higher education of the Digital Native generation. Burton [89] noted, that the myth of the Digital Native and the belief in the internet as a 'panacea' for rising education costs and demands for authentic learning 9 of 17 experiences, resulted in the widely held assumption that online learning was a quick, inexpensive and effective way of teaching. However, fundamental changes were required at an institutional level for effective online education to be realised. ...
Background and Aims: Nurses are increasingly engaging with digital technologies to enhance safe, evidence-based patient care. Digital literacy is now considered a foundational skill and an integral requirement for lifelong learning, and includes the ability to search efficiently, critique information and recognise the inherent risk of bias in information sources. However, at many universities, digital literacy is assumed. In part, this can be linked to the concept of the Digital Native, a term first coined in 2001 by the US author Marc Prensky, to describe young people born after 1980 who have been surrounded by mobile phones, computers, and other digital devices their entire lives. The objective of this paper is to explore the concept of the Digital Native and how this influences undergraduate nursing education. Materials and Methods: A pragmatic approach has been used for this narrative review, working forward from Prensky’s definition of the Digital Native and backward from contemporary sources of information extracted from published health, education, and nursing literature. Results: The findings from this narrative review will inform further understanding of digital literacy beliefs and how these influence undergraduate nursing education. Recommendations for enhancing the digital literacy of undergraduate nursing students are also discussed. Conclusions: Digital literacy is an essential requirement for undergraduate nursing students and nurses, and is linked with safe, evidence-based patient care. The myth of the Digital Native negates the reality that exposure to digital technologies does not equate with digital literacy and has resulted in deficits in nursing education programs. Digital literacy skills should be a part of undergraduate nursing curricula, and National Nursing Digital Literacy competencies for entry into practice as a Registered Nurse should be developed and contextualised to individual jurisdictions.
... And finally, it can improve students' critical thinking in a writing class (strongly agree 60%). In line with the findings, Burton et al. (2015) believed that digital literacy also comprises practical problem-solving skills, critical thinking and communication skills, creativity and selfregulation, and an understanding of culturally and contextually-based practice in user engagement with digital technologies. ...
In facing the metaverse era, technology in language instruction plays an essential role in elevating students’ digital literacy. It leads teachers to integrate digital tools utilization in the instructional context to accommodate the students’ need for productive and meaningful learning. Following this issue, this research explores teachers’ and students’ voices regarding the empowerment of Digital Language Literacy in writing instructions. The research method used in this study is a case study. Researchers administered interviews and questionnaires as data collection instruments in obtaining the data. The open-ended interview was carried out with the lecturers of writing courses. Besides, the close-ended questionnaire was also administered to the students of writing courses. The participants of this current study were 3 lecturers and 40 students from two universities in Indonesia. To uphold the theoretical lens of Digital Language Literacy, this research uses and adapts the theory of Eshat (2004) and Porat, Blau & Barack (2018) as the underlying framework. The results showed the three aspects of lecturers’ and students’ perspectives in which they cover Digital Language Literacy implementation, Digital Language Literacy challenges and opportunities, and the ways to empower Digital Language Literacy in the writing instructions. As a result, the research findings contribute to improving digital language literacy implementation, specifically in teaching writing in EFL Higher Education context.
... Por su parte, Burton et al. (2015) exponen las características principales de la literacidad digital: ...
Este capítulo hace parte de una investigación más amplia, financiada por el Ministerio de Ciencia y Tecnología de Colombia – MINCIENCIAS –. Su propósito es validar una propuesta educativa mediada por TIC para desarrollar la literacidad en adolescentes y jóvenes privados de la libertad.
La investigación se articula alrededor de dos ejes: el primero, la literacidad desde la concepción de los Nuevos Estudios de Literacidad (NEL) (Barton et al., 2000; Barton y Hamilton, 2010; Barton y Hamilton, 1998; Cassany, 2006; Gee, 2004; Street, 1984; Zavala, 2002; Zavala et al., 2004), incluida la Literacidad digital (Burton et al., 2015; Gilster, 1997). El segundo eje, es el uso educativo de las TIC (Coll et al., 2008; Brandhofer et al., 2018; Soares et al., 2012), al cual se vinculan tanto textos periféricos como formales (Capdevila y Rodríguez, 2018; Cassany, 2005; Cassany y Castellá, 2010). Ambos se articulan para potenciar el desarrollo de la literacidad de adolescentes y jóvenes privados de la libertad, que por múltiples factores sociales se han visto en la necesidad de abandonar sus estudios y requieren reincorporarse a la vida social (Mangrulkar et al., 2001).
En este marco, se presenta una aproximación conceptual a la categoría central del estudio, esto es, la literacidad. Inicialmente se realiza un breve recorrido histórico que da cuenta del surgimiento y desarrollo de la categoría, luego se hace una descripción de la población con la cual se trabaja el proyecto, y se finaliza con sus necesidades de formación en literacidad.
... Despite a growing body of research that has addressed the question of how to design courses in a manner that increases students' engagement (e.g. Chakraborty and Muyia Nafukho, 2014;Czerkawski and Lyman, 2016), the potential of digitally delivered higher education is often still not being realised and many online courses continue to underperform in terms of expected student engagement and learning outcomes (Burton et al., 2015;Wanner, 2014). Too often students report feeling overwhelmed by their online learning experience and the need to rely on themselves. ...
... Such students typically express a desire for more structure, guidance and feedback from the instructor. They also desire packaged material to step them through the learning requirements and are generally unable to self-direct their learning (Burton et al., 2015). With the move to online learning, student engagement with online learning technologies and interfaces has become even more important. ...
Combining nudge theory with learning analytics, ‘nudge analytics’, is a relatively recent phenomenon in the educational context. Used, for example, to address such issues as concerns with student (dis)engagement, nudging students to take certain action or to change a behaviour towards active learning, can make a difference. However, knowing who to nudge, how to nudge or when to nudge can be a challenge. Providing students with strategic, sensitive nudges that help to move them forward is almost an art form. It requires not only technical skills to use appropriate software and interpret data, but careful consideration of what to say and how to say it. In this article a nudge protocol is presented that can be used in online courses to encourage student engagement with key course resources that are integral to supporting their learning.
... This is not the case (Ng, 2012). There is growing recognition that technology use does not necessarily equate to technology understanding and may not contribute to transferable digital literacy skills (Burton, Summers, Lawrence, Noble & Gibbings, 2015;McLachlan, Craig & Coldwell-Neilson, 2016). Further, it has been demonstrated that, as a concept, the phrase digital natives is unhelpful when making assumptions around digital capabilities particularly of students (White & Le Cornu, 2017). ...
Aim/Purpose: The aim of this project was to explore a method to enable an updated under-standing of digital literacy to be implemented in curricula in an environment of an existing, but outdated, understanding of digital literacy. . Background: The changing healthcare environment increasingly emphasizes the importance of digital literacy skills; therefore academics in the optometry discipline at Deakin University sought to better understand where digital literacy skills were taught in their program, and whether delivery was implicit or explicit. Methodology: This case study describes a systematic review of the optometric curriculum to first identify where and what digital literacy skills are currently being addressed in the curriculum, identify the gaps, and develop a strategy to address the gaps. Contribution: The main outcome of this work is the development of a spiraling curriculum to support the development of digital literacy skills required in later units of the program and for clinical practice post-graduation. Findings: Although the definition of digital literacy may be outdated, the digital literacy capabilities being addressed in the curriculum had grown as digital technology use by staff and students had expanded. This, together with the realization that students were not as digitally capable as expected, indicated that teaching digital literacy skills needed to be made overt throughout the curriculum. Recommendations for Practitioners: The process developed through this case study provides a strong foundation for course teams, curriculum developers and educational designers to efficiently analyze digital literacy expectations in existing, accredited health-related curricula and improve the curricula by more overtly embedding digital literacy teaching into it. Impact on Society: Graduates of the amended program of study are expected to be better prepared to undertake their future careers in a digitally enhanced and disrupted environment. Future Research: The framework will be used to explore digital literacy teaching practices in other disciplines. A systematic evaluation will be undertaken to identify the benefits and short comings of using the framework. The elements that make up the new definition of digital literacy need to be better articulated to allow curriculum developers to be better informed as to how to interpret the framework in their context.
... However, there seems to be concurrence: that the original focus of DL should be on the essential competencies of the present-day citizens' success in today's highly competitive and globalised market, which often require the performance of basic tasks using technology (Buckingham 2016). The competency-based view of literacy, traditionally approached literacy as being able to write, read and deal with information, also includes competencies in using the different digital technologies (Burton et al. 2015). Consequently, there is an emergent view that what is required is a holistic view of the multiple literacies or transliteracies (Burton et al. 2015;Stornaiuolo, Smith & Phillips 2017) which are essential in a world dominated by dynamic perspectives on electronic media and technology (Buckingham 2016). ...
... The competency-based view of literacy, traditionally approached literacy as being able to write, read and deal with information, also includes competencies in using the different digital technologies (Burton et al. 2015). Consequently, there is an emergent view that what is required is a holistic view of the multiple literacies or transliteracies (Burton et al. 2015;Stornaiuolo, Smith & Phillips 2017) which are essential in a world dominated by dynamic perspectives on electronic media and technology (Buckingham 2016). These literacies enable individuals to appropriately respond, in socially recognised ways, to even future challenges through sharing and creating knowledge and eventually participating in the society (Merchant 2007). ...
... These literacies enable individuals to appropriately respond, in socially recognised ways, to even future challenges through sharing and creating knowledge and eventually participating in the society (Merchant 2007). According to this emergent view, these multiple literacies cover both the mastery of information and communication technology (ICT) skills and generic and critical skills required to engage in social practices across boundaries of culture, institutions, countries and territories (Buckingham 2016;Burton et al. 2015;Lankshear & Knobel 2007). The mastery is informed by changes in task requirements, technology and knowledge. ...
Forces of globalisation and economic competition enhanced by, among others, the digital technologies, are radically transforming the social context. Digital technologies are characterised by a powerful and pervasive Internet as well as the related information and communication technologies. Globalisation is facilitated by the universally accessible, reliable and inexpensive communication assisted by these digital technologies. However, there is growing and valid scepticism regarding the digitally influenced socio-economic emancipation. This scepticism is mainly driven by a lack of understanding of digital literacy as a holistic process of creating the necessary social, economic and political changes within a given context. The understanding of digital literacy therefore needs to join a number of seemingly divergent views of digital technology when dealing with these technologies’ benefits in socio-economic emancipation. This understanding of digital literacy should therefore be shaped and focused more on understanding how digital literacy impacts the poor and marginalised, especially in looking at the socio-economic welfare of these marginalised sections of the society. This article discusses digital literacy by firstly looking at the shortcomings of the available definitions and approaches and then recommends a socio-economic development-orientated definition. The article brings to the fore the most critical digital literacy issues for socio-economic development. These issues are important; they ensure that digital literacy is not viewed in isolation, but rather in terms of its outcomes and consequences, especially with regard to socio-economic development.
... The current changes and challenges are numerous and complex. Recent challenges for higher education institutions include changing demographics, reduced per capita funding, increased scrutiny from the public, internationalization (Altbach, 2001;Johnstone, 2004;van Vught et al., 2002). Additional challenges include the Bologna Declaration and the European Higher Education area (van der Wende, 2003); a mixed profile in the student population (OECD, 2004); the emergence of new post-secondary institutions ; new competitors (Newman, 2001); the invasion of market forces in higher education (Dill, 2003;Kwiek, 2003); the global knowledge economy (Altbach & Teichler, 2001); a technology-driven society (Guruz, 2003); turbulent environments (Trowler, 2002); E-colleges (Werry, 2001) and increasing external demands (Clark, 1998). ...
