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Pre-Service Teachers' Digital Competencies to Support School Students' Digital Literacies

Pre-Service Teachers' Digital Competencies to Support School Students' Digital Literacies

Damian Maher
Copyright: © 2020 |Pages: 18
ISBN13: 9781799814610|ISBN10: 1799814610|EISBN13: 9781799814627
DOI: 10.4018/978-1-7998-1461-0.ch002
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MLA

Maher, Damian. "Pre-Service Teachers' Digital Competencies to Support School Students' Digital Literacies." Handbook of Research on Literacy and Digital Technology Integration in Teacher Education, edited by Jared Keengwe and Grace Onchwari, IGI Global, 2020, pp. 29-46. https://doi.org/10.4018/978-1-7998-1461-0.ch002

APA

Maher, D. (2020). Pre-Service Teachers' Digital Competencies to Support School Students' Digital Literacies. In J. Keengwe & G. Onchwari (Eds.), Handbook of Research on Literacy and Digital Technology Integration in Teacher Education (pp. 29-46). IGI Global. https://doi.org/10.4018/978-1-7998-1461-0.ch002

Chicago

Maher, Damian. "Pre-Service Teachers' Digital Competencies to Support School Students' Digital Literacies." In Handbook of Research on Literacy and Digital Technology Integration in Teacher Education, edited by Jared Keengwe and Grace Onchwari, 29-46. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1461-0.ch002

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Abstract

The chapter has two main foci. The first focus is on the types of literacy practices needed by young people to work in a contemporary digital environment. Policies that impact on the development of digital literacy development are explored. The aspects underpinning digital literacy are examined and a sociocultural approach explained. Aspects of safety and ethics are focused on. The first half concludes by discussing digital games and ways these can be used to develop digital literacies in schools. The second focus is on the digital competencies that pre-service teachers can develop to support teaching of digital literacies. Different models for developing digital competencies are outlined. The aspect of critical understanding is then examined. This is followed by exploring digital story telling. Important considerations for developing digital competencies within and beyond university training are examined. The chapter then provides some suggestions for further research in this field.

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