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首页> 外文期刊>International Journal of Science and Technology Education Research >Digital literacy: An analysis of the contemporary paradigms
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Digital literacy: An analysis of the contemporary paradigms

机译：数字素养：当代范式分析

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Digital (computer) literacy is the new title for ‘educated’. Both teachers and students have no option but to acquire a level of computer-literacy to catch up with the growing digital societies. Governments and higher education institutions (mHEIs) are making all out efforts by providing e-Learning environments to gain some levels of digital literacy of the masses at large and the university-constituents. Both developed and developing states are trying to figure out a required digital literacy curriculum for the training of teachers and the students. However, given that there are several meanings of computer-literacy therefore; research is going on about the contents of the curriculum and the pedagogical requirements of ICT-education. Furthermore, the concepts of global-village, globalization, information or knowledge society, ePedagogy, eStudents and eCourses – all are casting increasing pressures on the academicians, HEIs and governments to take digital opportunity initiatives (DOI) for digital-literacy of the masses to generate workforce for the eGovernment, eCommerce and e-Learning. Research reveals that learners hold different perceptions about the nature and role of ICTs such as: instrumental and substantive. Some consider it just like any other technology with no value-implications for the learner and society. Substantive theorists however, believe in the determinist role of technologies for changing the society. Whatever the paradigm, learners are facing several hurdles in acquiring digital command like perceptual differences, demographic diversities, resistance to change, training issues and so on. However, most of the researchers are coming up with the findings that, perceptions, theories, teaching/learning styles of the teachers, students and other stakeholders play decisive and determinist role in determining the speed and quality of computer-literacy. It is well-documented that the contents and dynamics of computer-literacy in any state depend on the objectives to be realized through ICTs. Depending on the perceptions about e-Learning, technologies are either used to achieve immediate objectives for instant contributions (instrumental-view) or long-term and broader objectives (substantive or liberal-view). It is argued that none of the instrumental or substantive views are good or bad rather two stages or steps in the evolution of e-Learning from objectivist thinking to social constructivist digital platforms. Almost every country and HEI is first experimenting with the instrumental benefits of ICTs and this practice is more rampant in the developing countries. This paper is an effort to draw a picturesque (a scenario) of digital-literacy in the background of HEIs.
机译：数字（计算机）素养是“受过教育”的新标题。老师和学生都别无选择，只能获得一定水平的计算机知识以跟上不断发展的数字社会。政府和高等教育机构（mHEI）通过提供电子学习环境来全力以赴，以使广大群众和大学选民获得一定程度的数字素养。发达国家和发展中国家都在试图找出培训教师和学生所需的数字素养课程。但是，鉴于计算机素养有多种含义，因此，有关课程的内容和ICT教育的教学要求的研究正在进行中。此外，全球村落，全球化，信息或知识社会，电子教学法，电子学生和电子课程的概念都对院士，高校和政府施加越来越大的压力，要求他们采取数字机会倡议（DOI）来提高大众的数字素养。为电子政务，电子商务和电子学习培养劳动力。研究表明，学习者对ICT的性质和作用持有不同的看法，例如：工具性和实质性。有些人认为它就像其他任何对学习者和社会都没有价值的技术一样。但是，实体理论家相信技术在改变社会中的决定性作用。无论采用哪种范式，学习者在获取数字命令方面都面临着多个障碍，例如感知差异，人口统计学差异，对变革的抵制，培训问题等。但是，大多数研究人员提出的发现是，教师，学生和其他利益相关者的观念，理论，教学/学习风格在决定计算机素养的速度和质量方面起着决定性和决定性的作用。有据可查的是，任何状态下计算机素养的内容和动态都取决于要通过ICT实现的目标。根据对电子学习的看法，技术要么用于实现即时贡献的即时目标（工具视角），要么用于实现长期和广泛的目标（实质或自由视角）。有人认为，工具性或实质性观点都不是好事或坏事，而是电子学习从客观主义思维向社会建构主义数字平台发展的两个阶段或步骤。几乎每个国家和HEI都首先尝试使用ICT的工具性益处，这种做法在发展中国家更为普遍。本文是在HEI的背景下绘制风景如画的数字素养（情景）的工作。

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