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Digital Literacy Literature Review

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Digital Literacy and its implementation in Higher Education classrooms

The incredible development of technology over the last few decades has had a significant impact on education. Video cameras, tape recorders, over-head projectors were some resources teachers used to implement in the past. Nowadays, interactive boards, smart phones, blogs, videos, apps and software programs are some of the latest resources available for teachers and students in and outside the classroom. As a consequence, the need to develop skills to manipulate such devices in order to analyze, evaluate and learn has emerged. This literature review explores research on digital literacy and its implementation in higher education classrooms. Considering digital literacy …show more content…

One of such areas is education in which there has been a transition of the tools of instruction, the skills to be developed, and the new ways of communication that teachers and students have access nowadays (Roblyer, 2015; Greene, Yu & Copeland, 2014 ). Gadgets such as interactive boards, iPads, and smart phones, are some of the tools which are available to be used for educational purposes (Carrington &Robinson, 2009; Castek, 2012). These gadgets and the Internet have become crucial tools in bilingual education since it helps learners to improve their English language proficiency and support them in the learning of content area (Castek, 2012, Mckee-Waddell, 2015). It is the responsibility for educators, school administrators and everyone involved in education to provide learners with digital opportunities to succeed in school (Castek, 2012). If learners are successful in the school, they will eventually succeed in the workplace (Castek, …show more content…

• What are the attitudes college students have towards digital literacy in education? This paper in particular is significant in as much as it will inform educators and practitioners at the college level about how digital literacy can be implemented in college classrooms and the attitudes students’ have towards such implementation. When teachers are not digitally literate, they tend to implement technology erroneously (Hicks & Turner, 2013). This originates students’ lack of motivation (Hicks & Turner, 2013). Since young people have grown up in the technological area, it is assumed they are digitally literate (Jones, Ramanau, Cross, & Healing, 2010). Nonetheless, it does not mean they know how to use technology for learning purposes (Ng, 2012). Many digital natives, people born in the digital age, perform digitally- related tasks every day (Ng, 2012). These tasks include text messaging, downloading and listening to music, watching videos, social networking, and online shopping (Lai & Hong, 2015, Ng, 2012). Hence, they need to be provided with guidance about how to use technology in their academic preparation (Ng,

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