Exploring Teachers' Value Beliefs of Integrating Digital Literacy in K-12 Classrooms

Ayesha Sadaf
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Ayesha Sadaf: University of North Carolina at Charlotte, Charlotte, USA

International Journal of Digital Literacy and Digital Competence (IJDLDC), 2019, vol. 10, issue 2, 1-14

Abstract: The purpose of the exploratory study was to investigate teacher value beliefs of integrating digital literacy into their classrooms. Participants were forty-six teachers enrolled in an educational technology course. Data was collected from online survey and asynchronous online discussions. Findings suggest that teachers' value beliefs for integrating digital literacy into their classrooms are influenced by increasing student motivation and engagement in the classroom, modernizing the curriculum, making it more relevant to the students, and building student ability to be thoughtful readers and interpreters of the media messages. These results recommend that professional development activities should emphasize the potential impact of digital literacy on student learning and to take advantage of specific digital tools that support teacher value beliefs.

Date: 2019
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International Journal of Digital Literacy and Digital Competence (IJDLDC) is currently edited by Tonia De Giuseppe

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