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首页> 外文期刊>International Journal of Digital Literacy and Digital Competence >Exploring Teachers' Value Beliefs of Integrating Digital Literacy in K-12 Classrooms
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Exploring Teachers' Value Beliefs of Integrating Digital Literacy in K-12 Classrooms

机译：探索K-12教室中数字识字界的教师价值信念

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摘要

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.
机译：探索性研究的目的是调查将数字素质融入课堂的教师价值信念。参与者是英国教育技术课程的四十六位教师。从在线调查和异步在线讨论中收集数据。调查结果表明，将数字识字融入课堂的教师价值信念受到课堂上的学生动机和参与的影响，使课程现代化，使其与学生更相关，并建立学生成为周到读者和口译员的能力。媒体消息。这些结果建议专业发展活动应强调数字识字对学生学习的潜在影响，并利用支持教师价值信念的特定数字工具。

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