Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project
Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project
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DOI：
10.3402/rlt.v22.21440
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发表时间：
2014-01-01
影响因子：
2.2
通讯作者：
Fraser, Josie
中科院分区：
文献类型：
--
作者：
Hall, Richard;Atkins, Lucy;Fraser, Josie
尽管在教育政策中对数字扫盲的兴趣越来越大，但在如何将数字扫盲转化为课堂方面缺乏对中等教育工作者的指导。因此，许多教师感到准备不足，以支持他们的学习者有效地使用技术。DigiLit莱斯特项目通过支持中学教师和教学辅助人员在数字扫盲领域的工作人员发展，为全面、综合的变革创造了基础设施。本文的目的是展示如何对现有的数字素养框架的批评，使从业者的自我评估框架的发展。至关重要的是，这一框架使一个合作，伙伴关系的方法，采取教学创新。此外，它使社会和伦理问题成为数字扫盲领域内对教师机构和激进合议制的关注的基础。因此，作者认为，共享发展框架构成了实施数字扫盲的新模式，旨在改变整个城市的中等教育。
Despite the growing interest in digital literacy within educational policy, guidance for secondary educators in terms of how digital literacy translates into the classroom is lacking. As a result, many teachers feel ill-prepared to support their learners in using technology effectively. The DigiLit Leicester project created an infrastructure for holistic, integrated change, by supporting staff development in the area of digital literacy for secondary school teachers and teaching support staff. The purpose of this article is to demonstrate how the critique of existing digital literacy frameworks enabled a self-evaluation framework for practitioners to be developed. Crucially, this framework enables a co-operative, partnership approach to be taken to pedagogic innovation. Moreover, it enables social and ethical issues to underpin a focus on teacher-agency and radical collegiality inside the domain of digital literacy. Thus, the authors argue that the shared development framework constitutes a new model for implementing digital literacy aimed at transforming the provision of secondary education across a city.