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- W2969329797 abstract "A mixed-methods approach was used to understand educators’ beliefs about using technology intheir classrooms, digital literacy knowledge, and professional development communicationmethods. This study reports results from an online survey, individual interviews, and smallgroupactivities. Within schools, around one-third of teachers were not offered the resources toteach digital literacy and three out of the eight digital literacy skills were mainly taught. Mosteducators felt comfortable teaching with technology and that it was effective, however, manywere concerned about overuse and staying up to date. More than half of teachers would attenddigital literacy professional classes, and some may change their mind if the promotions containedaccurate and clearly listed topics and information learned. The qualitative results showed six keythemes that would benefit teaching digital literacy in schools: 1) digital literacy school plan, 2)required technology time, 3) required digital literacy professional development, 4) digital literacyprofessional development promotion, 5) digital literacy professional development timing, and 6)digital literacy professional development communication methods. Additionally, this studystrongly shows the need for additional digital literacy professional development for educators toincrease their comfort levels with teaching with technology and using technology, understand how digital literacy can help their students in the 21st century, teach with digital toolseffectively, and be able to balance the use of technology in their classrooms.Keywords: technology, digital literacy, professional development, literacy, barriers to teaching" @default.
- W2969329797 created "2019-08-29" @default.
- W2969329797 creator A5090571774 @default.
- W2969329797 date "2019-07-20" @default.
- W2969329797 modified "2023-09-24" @default.
- W2969329797 title "Strategies for digital literacy professional development" @default.
- W2969329797 hasPublicationYear "2019" @default.
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