Name
Title | ||
|---|---|---|
A framework of pre-service teachers' conceptions about digital literacy: Comparing the United States and Sweden. |
Abstract | ||
|---|---|---|
We examine the conceptions of digital literacy of pre-service teachers in the United States (n = 188) and Sweden (n = 121). Pre-service teachers were asked to define digital literacy in an open-ended fashion and to select those skills that they considered to be essential for digital literacy from a list of 24 skills provided. Based on pre-service teachers' open-ended responses, four profiles of digital literacy conceptions, progressing in sophistication, were identified (i.e., technology focused, digital reading focused, goal directed, reflecting critical use). Moreover, pre-service teachers’ selections of skills or competencies essential for digital literacy were used in cluster analysis. Profiles of digital literacy conceptions were consistent across open-ended and selected-response forms of assessment. Important similarities and differences in conceptions of digital literacy across the United States and Sweden are discussed, as are implications for improving teacher education. |
Year | DOI | Venue |
|---|---|---|
2020 | 10.1016/j.compedu.2019.103788 | Computers & Education |
Keywords | Field | DocType |
Information literacy,Cross-cultural projects,21st century abilities,Post-secondary education,Teaching learning strategies | Digital reading,Competence (human resources),Computer science,Teacher education,Pedagogy,Sophistication,Digital literacy | Journal |
Volume | ISSN | Citations |
148 | 0360-1315 | 0 |
PageRank | References | Authors |
0.34 | 0 | 3 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Alexandra List | 1 | 2 | 1.41 |
| Eva W. Brante | 2 | 0 | 0.34 |
| Holly L. Klee | 3 | 0 | 0.34 |