You are here

Home » Content

A DIGITAL LITERACY FRAMEWORK FOR LANGUAGE TEACHERS

Journal Name:

  • Journal of Educational and Instructional Studies in the World

Publication Year:

  • 2017

Key Words:

Author Name
Abstract (2. Language): 
With an abundance of technological devices (hardware) and applications (software) relevant to language learning available, keeping technologically up to date in such an overwhelming area is clearly problematic. In an effort to find a solution to this matter, a comparison between the difficulties of mapping technological know-how with the intricacies of language skills development is presented here. As a result of this comparison, an argument is made in favour of the applicability, in terms of digital literacy skills description, of a framework similar to that used by the Common European Framework of Reference (CEFR) to describe language skills. An example framework consisting of eighteen types of digital literacy skills relevant to English teachers is then detailed in perceived order of difficulty. This initial framework is offered as a base upon which to both critically revise and collaboratively build.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastirmax-digital-literacy-framework-language-teachers.pdf
  • 2
69
79
  • English

REFERENCES

References: 

Bahrani, T., & Sim, T. S. (2012). Audiovisual news, cartoons, and films as sources of authentic
language input and language proficiency enhancement. TOJET: The Turkish Online Journal of
Educational Technology , 11 (4).
Basal, A. (2015). The Implementation of a Flipped Classroom in Foreign Language Teaching. Turkish
Online Journal of Distance Education , 16 (4), 28-37.
Becta (2008a). Harnessing Technology: Next Generation Learning 2008 – 2014. Coventry: Becta.
Retrieved November 16, 2009, from: http://publications.becta.org.uk/display.cfm?resID=37348
Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the
evidence. British journal of educational technology , 39 (5), 775-786.
Brock, S., & Joglekar, Y. (2011). Empowering PowerPoint: Slides and Teaching Effectiveness.
Interdisciplinary Journal of Information, Knowledge, and Management , 6 .
Brown, T. (2011). Are you a digital native or a digital immigrant? Being client centred in the digital
era. British Journal of Occupational Therapy , 74 (7), 313-314.
Byram, M., & Parmenter, L. (Eds.). (2012). The Common European Framework of Reference: The
globalisation of language education policy (Vol. 23). Multilingual matters.
Campbell, C. (2015) An ELT teacher’s reflective journey: a bottom-up approach to continuing
professional development. THE LEARNING ELT PROFESSIONAL .
JOURNAL OF EDUCATIONAL
AND INSTRUCTIONAL STUDIES IN THE WORLD
May 2017, Volume: 7 Issue: 2 ISSN: 2146-7463
COPYRIGHT © JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES IN THE WORLD
78
Conboy, C., Fletcher, S., Russell, K., & Wilson, M. (2012). An Evaluation of the Potential Use and
Impact of Prezi, the Zooming Editor Software, as a Tool to Facilitate Learning in Higher Education.
ofessor Ph tor .
Conole, G., De Laat, M., Dillon, T., & Darby, J. (2006). JISC LXP Student experiences of technologies
Final report. JISC report, November .
Demirel, O (2015) CEFR-based Language Testing: Lecture Notes - PEGEM, Ankara.
Dodge, B. (1995). WebQuests: A technique for internet-based learning. Distance educator , 1 (2), 10-
13.
Driver, P. Digital Debris is found at http://digitaldebris.info/ Retrieved from 5th January 2017.
Dudeney, G., & Hockly, N. (2007). How to teach English with technology . Pearson Education.
Dudeney, G., & Hockly, N. (2012). ICT in ELT: how did we get here and where are we going?. ELT
journal , 66 (4), 533-542.
Godwin-Jones, R. (2016). Emerging Technologies Augmented Reality And Language Learning: From
Annotated Vocabulary To Place-based Mobile Games. Language Learning & Technology , 20 (3), 9-19.
Hawkinson, E. (2014). Augmented reality enhanced materials design for language learning. In The
Asian Conference on Technology in the Classroom, Conference proceedings 2014 (pp. 155–161).
Nagoya, Japan: The International Academic Forum.
https://englishagenda.britishcouncil.org/events/eltons/previous-eltons/2... Retrieved from
5th January 2017.
Hockly, N. Interactive whiteboards. ELT J 2013; 67 (3): 354-358. doi: 10.1093/elt/cct021
Jenks, C. J. (2012). Doing being reprehensive: Some interactional features of English as a lingua
franca in a chat room. Applied Linguistics , 33 (4), 386-405.
Johns, T. (1991). Should you be persuaded: Two samples of data-driven learning materials (pp. 1-13).
na.
Jolly, D., & Bolitho, R. (1998). 4 A framework for materials writing. Materials development in language
teaching , 90.
Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University
students’ use of digital technologies. Computers & Education , 56 (2), 429-440.
McNulty, A., & Lazarevic, B. (2012). Best practices in using video technology to promote second
language acquisition. Teaching English with technology , (3), 49-61.
Mison, S., & Jang, I. C. (2011). Canadian FSL teachers’ assessment practices and needs: Implications
for the adoption of the CEFR in a Canadian context. Synergies Europe , 6 , 99-108.
Morris, D. (2010). Are teachers technophobes? Investigating professional competency in the use of
ICT to support teaching and learning. Procedia-Social and Behavioral Sciences , 2 (2), 4010-4015.
JOURNAL OF EDUCATIONAL
AND INSTRUCTIONAL STUDIES IN THE WORLD
May 2017, Volume: 7 Issue: 2 ISSN: 2146-7463
COPYRIGHT © JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES IN THE WORLD
79
Negishi, M., Takada, T., & Tono, Y. (2013, January). A progress report on the development of the
CEFR-J. In Exploring language frameworks: Proceedings of the ALTE Kraków Conference (pp. 135-
163).
Peachey, N. (2013). A blended learning teacher development course for the development of blended
learning in English Language Teaching. Blended learning in English language teaching: Course design
and implementation , 65.
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon , 9 (5), 1-6.
Redmond, P. (2011). From face-to-face teaching to online teaching: Pedagogical transitions. In
Proceedings ASCILITE 2011: 28th Annual Conference of the Australasian Society for Computers in
Learning in Tertiary Education: Changing Demands, Changing Directions (pp. 1050-1060).
Australasian Society for Computers in Learning in Tertiary Education (ASCILITE).
Serino, M., Cordrey, K., McLaughlin, L., & Milanaik, R. L. (2016). Pokémon Go and augmented virtual
reality games: a cautionary commentary for parents and pediatricians. Current opinion in pediatrics ,
28 (5), 673-677.
Vu, P., & Fadde, P. J. (2013). When to talk, when to chat: Student interactions in live virtual
classrooms. Journal of Interactive Online Learning , 12 (2), 41-52.
Walker, A., & White, G. (2013). Technology enhanced language learning: Connecting theory and
practice . Oxford University Press.
Woottipong, K. (2014). Effect of using video materials in the teaching of listening skills for university
students. International Journal of Linguistics , 6 (4), 200.

Thank you for copying data from http://www.arastirmax.com