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

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

Ayesha Sadaf (University of North Carolina at Charlotte, Charlotte, USA)
Copyright: © 2019 |Pages: 14
DOI: 10.4018/IJDLDC.2019040101

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.
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Purpose Of Study

In order to increase digital literacy uses in K-12 classrooms, teacher education and professional development programs need to align with teachers’ value beliefs of integrating digital literacy into their curriculum. Therefore, the purpose of the current study is to explore teachers’ value beliefs of integrating digital literacy into their classrooms. To understand these beliefs, in-service teachers’ motivations and reasons for using digital media were examined. The specific research questions included:

  • 1.

    What are teachers’ value beliefs of integrating digital literacy into their classrooms?

  • 2.

    How do teachers describe their value beliefs of integrating digital literacy in their classrooms?

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