Ng, W. (2011). Why digital literacy is important for science teaching and learning. Teaching Science, 57(4), 26-32.
The author of this theoretical research article explored the importance of digital literacy in both students and educators as an effective means for teaching and understanding the realm of science. He also argues for the importance of providing professional development for educators to learn how to become digitally literate in order to help their students.
The author defines someone who is digitally literate as being able to evaluate, select, and implement appropriate educational software tools that engage learners, such as tutorials, web-based programs, reference software, simulation software, and Web-Quests. Digital literacy also includes social aspects, such as netiquette, safety and privacy, and responding constructively to online posts. The author states that digital literacy is important in science education for a number of reasons, including increasing motivation, collaboration, communication, catering to different learning styles, relating science to real-world applications, and facilitating student-centered learning. The author also argues that digital literacy lessens the learner’s working memory cognitive load while learning science, therefore enabling them to focus on the task and content rather than the technology itself.
This article can help educators to better understand the use of technology in the classroom, and what it means to be digitally literate. Educators must be digitally literate themselves in order to select appropriate uses of technology in the classroom, and students must also be digitally literate so that they may focus on the learning process rather than the use of technology itself. The information presented in this study regarding digital literacy can help educators to scaffold assignments and to incorporate different styles of learning into lessons.
The author of this theoretical research article explored the importance of digital literacy in both students and educators as an effective means for teaching and understanding the realm of science. He also argues for the importance of providing professional development for educators to learn how to become digitally literate in order to help their students.
The author defines someone who is digitally literate as being able to evaluate, select, and implement appropriate educational software tools that engage learners, such as tutorials, web-based programs, reference software, simulation software, and Web-Quests. Digital literacy also includes social aspects, such as netiquette, safety and privacy, and responding constructively to online posts. The author states that digital literacy is important in science education for a number of reasons, including increasing motivation, collaboration, communication, catering to different learning styles, relating science to real-world applications, and facilitating student-centered learning. The author also argues that digital literacy lessens the learner’s working memory cognitive load while learning science, therefore enabling them to focus on the task and content rather than the technology itself.
This article can help educators to better understand the use of technology in the classroom, and what it means to be digitally literate. Educators must be digitally literate themselves in order to select appropriate uses of technology in the classroom, and students must also be digitally literate so that they may focus on the learning process rather than the use of technology itself. The information presented in this study regarding digital literacy can help educators to scaffold assignments and to incorporate different styles of learning into lessons.