Digital Literacy Skills for Teaching with Technology

From KNILT

ETAP 623 Fall 2021 (Zhang)

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Digital Literacy Skills for Teaching with Technology

Unit 1: Digital Literacy

Unit 2: Technological Pedagogy in Higher Education

Unit 3: Information and Communication Technology in Education

Unit 4: Integrating Technology into Pedagogical Practices


Overview and Purpose

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Introduction: Digital literacy has become an essential skill for college graduates entering the workforce; yet, a digital literacy gap among higher education instructors hinders the necessary transfer of knowledge from teacher to student. While most postsecondary educators are subject-matter experts in their fields, many lack proficiency in utilizing information and communication technology within their teaching strategies. Faculty at many institutions, with the exception of more recently graduated educators, are generally less acquainted with information and communication technology, and therefore less confident in its use for teaching or fail to recognize the potential technology has for enhancing pedagogy and student learning. The purpose of this course is to show participants how to successfully assess their own skills and incorporate digital technologies into their pedagogical practices.


Course Overview (How This Course Works): This course is intended for educators with limited digital literacy skills for teaching. Participants will learn about the significance of digital literacy and how to integrate information and communication technology into their teaching methods by reading written content, watching videos, participating in assessments and discussions, and writing reflection pieces. Course content will be delivered asynchronously and fully online allowing participants to access course content from any remote location with a computer or mobile digital device , a google account, internet access and a stable connection.

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Needs Assessment

A nationwide survey of four-year public and private colleges found that 40 to 60 percent of instructors utilize administrative technology and are interested in digital learning. Nonetheless, less than half of teachers reportedly utilize any form of digital technology when instructing (Adam-Turner & Burnett, 2018). For educators, digital literacy implies having the skills, attitudes, and knowledge to facilitate learning in a technologically advanced society. Educators should comprise some degree of capability in selecting and utilizing technology to improve and change classroom practices by reasoning critically about why, how, and when to use technology to augment learning and teaching (Hall et al., 2014). According to a study that looked at the techniques and perspectives of students and teachers on digital literacy, teachers preferred to use computers for planning rather than teaching, while 54 percent of students reported using their computers less than one hour for school activities. While research shows that educational institutions advocate for the use of digital technology to promote a more learner-centered approach to teaching, evidence suggests otherwise.

Performance Objectives

At the conclusion of this mini-course, Learners will be able to:

  • Define digital literacy and assess current digital literacy skills (Intellectual skill and Cognitive strategy)
  • Explain the role of digital literacy in education (Verbal and Intellectual skill)
  • Analyze various information and communication technologies used in education (Intellectual skill)
  • Create a student-centered lesson using digital technology (Attitude, Intellectual skill and Cognitive strategy)

Course Units

Digital Literacy Skills for Teaching with Technology

This mini-course includes the following units. Click the title of a unit to go to its page.

Unit 1: Digital Literacy

Participants will demonstrate understanding of digital literacy skills

Unit 2: Technological Pedagogy in Higher Education

Participants will discuss differences between traditional learning methodologies and 21st Century technology enhanced learning

Unit 3: Information and Communication Technology in Education

Participants will differentiate between various information and communication technologies used in education

Unit 4: Integrating Technology into Pedagogical Practices

Participants will create a student-centered lesson using digital technology

References and Resources

Burnett, D. D. (2018). Leadership perspectives of digital learning and digital literacy adoption at rural community colleges. Community College Enterprise.

Hall, R., Atkins, L., & Fraser, J. (2014). Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project. Research in Learning Technology, 22. https://doi.org/10.3402/rlt.v22.21440