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The authors introduce readers to three design features of the University of Rhode Island's Summer Institute in Digital Literacy, a 42‐hour, weeklong professional learning experience in digital literacy for educators, librarians, college faculty, and other adult learners. The program is explicitly designed to promote reflection on one's motivations...
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... support the teachers, librarians, and college faculty who attend the SIDL, we developed the personal digital inquiry model of digital and media literacy, which offers substantial opportunities to increase voice and choice for both teachers and learners. Figure 2 shows the visual model that we developed to describe this learning experience. In Design Studio, participants experience collaborative inquiry as they wonder and discover, collaborate and discuss, create and take action, and analyze and reflect. ...
Citations
... The issues were further aggravated by their loneliness and impoverished daily lives during the pandemic (Chadwick et al. 2022). Software developers themselves needed training to incorporate the required design features, interface, and structure in the context of special educational needs (Hobbs & Coiro, 2019;Williams, 2006). Their carers and parents also needed training before they develop the DL or skills of their wards (Promrub & Sanrattana, 2022). ...
... The problems were exacerbated by their isolation and poor living conditions during the pandemic (Chadwick et al. 2022). Software developers needed training to incorporate the necessary design features, interface and structure in relation to special educational needs (Hobbs & Coiro, 2019;Williams, 2006). Their carers and parents needed training to foster DL skills in their wards (Promrub & Sranratana, 2022). ...
Digital literacy is the ability to use digital technologies to find, evaluate, create, and communicate information. People with disabilities benefit from having these skills because it allows them to access various opportunities in the digital world. To ensure that they can fully participate in the digital realm, digital literacy efforts should prioritize inclusive design principles. People with disabilities often rely on assistive technologies such as screen readers, alternative input devices, voice recognition software, or specialized hardware to navigate digital platforms. Digital literacy programs should not only focus on consuming content but also on creating and sharing it through documents, multimedia, and online platforms. Peer support and collaboration are important for enhancing their learning experience. Additionally, digital literacy programs address cybersecurity or online safety considerations specific to such people and provide them training and support for using assistive technologies effectively while educating them about potential risks, privacy settings, and safe online practices. This narrative review highights the meaning and levels of digital literacy, digital divide, history, before expanding on the quantative metrics in the available research on the theme of in the field of people with disabilities. Retrieved data from freely accessible internet search engines revealed 196 publications including books, chapters in books, original research articles, proceedings of seminars, and reviews which were classified into harvest plots to be analyzed by their format, timelines, topics or themes respectively. While results indicate an upward curve in the quantity of publications, especially in the post mellennium era, the topics addressed are unevenly distributed leaving scope for the future to focus empirical and evidence based research on themes related to measurement as well as training on digital literacies for both teachers and students with disabilities. By promoting digital literacy in people with disabilities, we can bridge the digital divide and empower them to participate fully in today's increasingly digital society.
... It promotes and explicitly designs program to reflect motivation in instructional teaching materials on advanced technology devices and electronic media to deepen collaborative appreciation in teaching and learning. It focuses on learners and personalizes teaching enhancement through technology media and devices to equip better learning [24]. Lastly, electronic media and technology devices show that audio visual creates sensory experiences for students to engage in multimedia tools in classroom as beneficial and resources for learners. ...
The study examines the contribution of instructional teaching theory in educational system as a basis for effective teaching devices in learning as to print materials, electronic media, technology devices, visualization and graphics, games, and interactive resources. The study employs descriptive quantitative research designs because it measures and quantifies the variables of the study on the contribution of instructional teaching theory in educational system. Likewise, convenience purposive sampling is utilized in the study. It is a non-probability sampling method in gathering the sample size of the study. The study comprised one hundred seventy five (175) respondents only. Results show to offer and plan step by step lesson, time saving, assessment materials, testing, and worksheets, to create and allow multiple friendly learning for students to listen in audiobooks, CDs, using headset to avoid disturbance from other classmates, show to help and develop deeper learning and understanding process of students, and show learning factor on the concept of instructional teaching that can turn complex things into play. Findings show that there is a significant correlation on the contribution of instructional teaching theory in educational system as a basis for effective devices in learning as observed by the respondents. Keywords Effective teaching device of learning, electronic media and technology devices, instructional teaching theory, games interactive resources, visualization and graphics.
... For this reason, Thailand is among the countries participating in the Program for International Student Assessment (PISA) aimed at evaluating student comprehension skills in reading. The PISA data from 2012 to 2018 reveals that English as a Foreign Language (EFL) students in Thailand have low reading scores, which indicates poor reading comprehension (The Organization for Economic Co-operation and Development, 2012, 2015, 2018. This may also be true for EFL students at demonstration schools in the Pathum Thani province in Thailand. ...
... Previous studies suggest that by establishing a link between technology and reading comprehension, the digital literacy framework may help EFL students in Thailand enhance their reading comprehension. Accordingly, the digital literacy framework used in this study was derived from two existing frameworks: Hobbs and Coiro (2018) and Pegrum, Hockly, and Dudeney (2022). Within the framework, the two main components were the teaching processes and the focus areas. ...
... Within the framework, the two main components were the teaching processes and the focus areas. The teaching processes were influenced by Hobbs and Coiro's (2018) framework, which concentrated on the procedures associated with integrating technology into education. The digital literacy focal areas, which deliberately specified the scope of language acquisition in the digital age, were also inspired by Pegrum et al. (2022). ...
Digital literacy has become an essential tool for authentic communication, information accessibility, and reading development. To enhance reading comprehension among English as a foreign language (EFL) students, an effective reading instruction that integrated technology into language teaching should incorporate digital literacy. This mixed-method study aimed to examine how digital literacy enhanced EFL students' reading comprehension and what focus areas of the digital literacy they employed within and beyond the classroom. Thirty Thai high school students participated in this digital literacy instruction for ten weeks. Findings from the Wilcoxon signed-rank test on the reading comprehension test revealed that the digital literacy enhanced EFL students' reading comprehension, particularly reading and evaluating information from texts. They reported from the questionnaire and semi-structured interviews that they tended to access and process information through the focus area of communicating and information in digital literacy for better comprehension beyond the classroom.
... Modern education has witnessed a profound transition toward digital learning platforms, further accelerated by global digitalization (Bygstad et al., 2022;Mikheev et al., 2021). Consequently, the methods through which young children acquire literacy skills have diversified, embracing an array of digital mediums (Hobbs & Coiro, 2019;Livingstone, 2018). This transition harmonizes seamlessly with the contemporary lifestyle, wherein digital devices, endowed with interactive features, have gained a ubiquitous presence (Kurvers et al., 2015). ...
This study explores the relationships between digital learning trends, accessibility convenience, smart book media, early childhood literacy, and language proficiency in Banten Javanese Language. Using a quantitative approach with 140 young learners (aged 10-12), we assessed how digital learning trends and accessibility convenience impact smart book media, early childhood literacy, and language proficiency. Results show that digital learning trends notably affect smart book media’s functionality, contributing to developing early childhood literacy and language skills. Additionally, accessibility convenience is crucial in enhancing smart book media’s utility, fostering early childhood literacy and language proficiency. However, while smart book media significantly influence language skills and early childhood literacy, they don’t mediate the connections between digital learning trends, accessibility convenience, and these language-related outcomes. Educators and stakeholders can utilize these findings to shape culturally sensitive language education strategies, incorporating technology and resource accessibility. This research enriches the theoretical understanding of digital learning trends and accessibility convenience’s impact on language outcomes. It highlights the practical potential of smart book media in language education, aiding educators and policymakers in aligning strategies with contemporary trends and cultural nuances. While limited to Banten Javanese Language, the study prompts further exploration through qualitative and longitudinal studies. Future research should explore cultural influences and intervention programs for optimizing language development. By uniquely merging digital learning trends, accessibility convenience, smart book media, and language outcomes, this study contributes valuable insights to the discourse on language education and technology integration within the distinct context of Banten Javanese Language.
... These benefits create an environment where graduate students feel safe and comfortable expressing themselves (Annon et al., 2018). Engaging with digital literacy pedagogies within the framework of graduate fellowships allows graduate students to develop a deeper sense of agency (Hobbs & Coiro, 2019) and gain confidence in teaching (Hobbs & Coiro, 2019;Jonnalagadda et al., 2022). ...
... These benefits create an environment where graduate students feel safe and comfortable expressing themselves (Annon et al., 2018). Engaging with digital literacy pedagogies within the framework of graduate fellowships allows graduate students to develop a deeper sense of agency (Hobbs & Coiro, 2019) and gain confidence in teaching (Hobbs & Coiro, 2019;Jonnalagadda et al., 2022). ...
Fellowships represent an important mechanism for graduate students to develop their teaching skills and reflect on their career goals, given the inconsistent nature of graduate instructor training in higher education. We developed an online fellowship program focused on digital teaching and learning that offered workshops, mentored cohort experiences, and collaborative development of participant deliverables on a teaching and learning topic. In the 2022 year of this fellowship, we used participant reflections and survey responses (n=17) to evaluate the impact of our fellowship on students' teaching skills and the impacts of the digital collaborative components of the fellowship on their professional development. We found that students reported improvement in their teaching self-efficacy and pedagogical skills. Regular interactions with interdisciplinary cohorts and teaching mentors through the Microsoft Teams platform were reported as helpful experiences by most participants. However, additional structure in their cohort meetings and guidance for use of the digital tools in the fellowship are needed for some participants. We report on changes we will make to the fellowship moving forward to impact students' teaching skills and collaborative experiences.
... These apps were designed to engage and captivate young minds, making learning more interactive, visually appealing, and accessible to a broad audience. As technology advances and our understanding of how children learn and interact with digital tools deepens, the role of educational apps in early childhood education is poised to become even more pivotal (Hobbs & Coiro, 2019). The insights from Apple's recognition and Carly Shuler's report offer a glimpse into the transformative power of technology in shaping the educational landscape for the youngest learners, setting the stage for further innovation and exploration in this critical field (Wohlwend, 2017). ...
The advent of mobile app development, driven by the ubiquity of smartphones and tablets, has revolutionized early childhood education. This transformation is exemplified by the proliferation of early childhood education apps. Academic interest in education apps, particularly early childhood, underscores their importance in shaping learning experiences. This study delves into Chinese families' utilization patterns, examining awareness, attitudes, and guidance on app usage and children's engagement frequency. Results indicate early exposure and high-frequency use, underlining the apps' prevalence. The study also identifies the strengths and challenges of these apps. While they offer flexibility, interactive learning, and extensive content, there are concerns regarding potential addiction and lack of critical thinking. Collaboration among stakeholders, including schools, parents, and developers, ensures responsible usage. The research provides actionable recommendations. Parents should adopt a balanced view of early childhood education apps, recognizing their potential benefits while mitigating risks. Fostering a positive parent–child relationship is crucial, emphasizing communication and mutual understanding. Parents should enhance their ability to select and operate apps effectively. Creating an appropriate environment and providing scientific parenting instructions are also essential. Kindergartens are pivotal in cultivating children's good operating habits and formulating relevant regulations to ensure app quality. Theoretical implications highlight the need for a holistic approach, considering the interplay between children, parents, and technology. Policymakers, developers, and educators must acknowledge parents' pivotal role in digital education. Policies should promote responsible screen time and high-quality content. This study offers valuable insights into the evolving landscape of early childhood education, shaping the future of digital learning experiences for young children.
... Digital literacy encompasses a range of competencies that enable the individual to use for employment digital devices appropriately ranging from adequate access, execution, evaluation, analysis and fusion of data, as well as the generation of new knowledge (Durriyah & Zuhdi, 2018;Hobbs & Coiro, 2019). According to List et al. (2020) digital literacy comprises practical technical, cognitive and socioemotional skills that enable the individual to interact in digital environments. ...
The work included a cross-sectional quantitative study aimed at evaluating the incidence of competencies, skills and digital literacy in complex thinking in a sample of 238 students of various cycles of the engineering specialty at a university in Lima. Four instruments were applied and submitted to the judgment of five experts. The digital literacy questionnaire was made and validated by exploratory factor analysis (Aiken's V: 1.0, KMO test: 0.552, Cronbach's alpha: 0.946). The instruments on digital competencies and skills and complex thinking were adapted and validated by Cronbach's alpha (values 0.965, 0.814 and 0.941 respectively).
... They use communication and information to access, analyze, create, reflect, and act. To develop competencies in teaching digital literacy, educators must first go through the process as learners themselves (Hobbs & Coiro, 2019). ...
... Personal Digital Inquiry(Hobbs & Coiro, 2019) depicts the visual model of personal digital inquiry. Personal emphasizes the importance of instructors' personal ...
This comprehensive review delves into the crucial interplay between transformation and digital literacy as drivers of sustainable development in the Greater Mekong Subregion (GMS). As this region grapples with the challenges of economic growth, environmental sustainability, and social equity, understanding the dynamics of transformation-particularly the shift towards more sustainable industries and practices-is imperative. Equally significant is the role of digital literacy in enabling individuals and communities to harness the potential of digital technologies for personal and collective advancement. By examining the synergies between these two factors, this review sheds light on the strategies necessary to bridge disparities, protect the environment, and unlock the region's full potential in the context of sustainable development. The insights drawn from this working paper may offer valuable guidance for policymakers, practitioners, and stakeholders seeking to foster positive change in the GMS and, by extension, contribute to the global sustainability agenda.
... For this, it is essential to train teachers in a way that ensures they correctly incorporate digital techniques that must achieve the desired digital literacy outcomes for the economic growth of society. Nowadays, almost every educational institution in the world has integrated the use of digital tools in education; however, rural areas are still significantly behind in integrating these advancements [2]. ...
... Training of digital skills in the native language so that it is easy for people to understand and adopt. Besides, training programs have been introduced at the national level from the beginning to the advanced level of development of digital skills, which include training teachers by using video and audio conferencing and recorded lectures for their ease [2]. ...
... These findings support the extant literature that presented the idea that digital training is imperative to make teachers digitally literate and competent. The provision of training is the major means for improving the knowledge and awareness of the people pertinent to digital technology [2,20]. Thus, it can be deduced that the developed digital literacy and competence of the teachers in the rural regions of Russia can be attributed to the provision of training to them. ...
This research focuses on the professional development of teachers in rural areas based on digital literacy. It aims to measure the existing digital literacy and competence of rural teachers in Indonesia, Russia, and the Middle East and to assess the extent of digital literacy training provided to rural teachers for their professional development in these regions. In pursuit of this objective, a quantitative research method was incorporated into the study. The survey was conducted specifically for the research, and SPSS was used for statistical analysis. The report reflected the challenges that digitalization faces in rural areas and the differences in the provision of digital literacy training in Indonesia, Russia, and the Middle East. Various limitations are identified as hampering the integration of digital literacy in underdeveloped areas, such as the lack of proper digital infrastructure. However, the situation was found to be somewhat better in the case of Russia, with the teachers reporting the provision of adequate hardware and infrastructure, which were lacking in the cases of Indonesia and the Middle East. The same pattern was found in the case of the provision of digital literacy training opportunities in Indonesia and the Middle East, which lag behind Russia. All in all, it is imperative to develop introductory courses for using the internet and their general application for teachers in rural areas. Doi: 10.28991/ESJ-2022-06-06-019 Full Text: PDF
... For this, it is essential to train teachers in a way that ensures they correctly incorporate digital techniques that must achieve the desired digital literacy outcomes for the economic growth of society. Nowadays, almost every educational institution in the world has integrated the use of digital tools in education; however, rural areas are still significantly behind in integrating these advancements [2]. ...
... Training of digital skills in the native language so that it is easy for people to understand and adopt. Besides, training programs have been introduced at the national level from the beginning to the advanced level of development of digital skills, which include training teachers by using video and audio conferencing and recorded lectures for their ease [2]. ...
... These findings support the extant literature that presented the idea that digital training is imperative to make teachers digitally literate and competent. The provision of training is the major means for improving the knowledge and awareness of the people pertinent to digital technology [2,20]. Thus, it can be deduced that the developed digital literacy and competence of the teachers in the rural regions of Russia can be attributed to the provision of training to them. ...
This research focuses on the professional development of teachers in rural areas based on digitalliteracy. It aims to measure the existing digital literacy and competence of rural teachers inIndonesia, Russia, and the Middle East and to assess the extent of digital literacy training providedto rural teachers for their professional development in these regions. In pursuit of this objective, aquantitative research method was incorporated into the study. The survey was conducted specificallyfor the research, and SPSS was used for statistical analysis. The report reflected the challenges thatdigitalization faces in rural areas and the differences in the provision of digital literacy training inIndonesia, Russia, and the Middle East. Various limitations are identified as hampering theintegration of digital literacy in underdeveloped areas, such as the lack of proper digitalinfrastructure. However, the situation was found to be somewhat better in the case of Russia, withthe teachers reporting the provision of adequate hardware and infrastructure, which were lacking inthe cases of Indonesia and the Middle East. The same pattern was found in the case of the provisionof digital literacy training opportunities in Indonesia and the Middle East, which lag behind Russia.All in all, it is imperative to develop introductory courses for using the internet and their generalapplication for teachers in rural areas
(5) (PDF) Emerging Science Journal Professional Development of Rural Teachers Based on Digital Literacy. Available from: https://www.researchgate.net/publication/367021499_Emerging_Science_Journal_Professional_Development_of_Rural_Teachers_Based_on_Digital_Literacy [accessed Jan 11 2023].
