Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Evolving digital divides in information literacy and learning outcomes

Evolving digital divides in information literacy and learning outcomes PurposeThe purpose of this paper is to seek answers to questions on how equity of information literacy and learning outcomes have evolved with the ongoing advances in technologies in teaching and learning across schools. The authors’ report on a five-year long bring your own device (BYOD) journey of one school, which was one of the earliest adopters of one-to-one learning devices in New Zealand.Design/methodology/approachUsing a socio-cultural ecological lens for analysis, a longitudinal study has investigated aspects of how digital/information literacy, computer self-efficacy, and nature of technology usage are transforming school and classroom curriculum practices.FindingsFindings of this study reveal a significant shift in social and academic boundaries between formal and informal learning spaces. One-to-one learning devices provide the link between school and home, as students take more ownership of their learning, and teachers become facilitators. Curricula changes and proper technological support systems introduced in the school structures have given agency to students resulting in greater acceptance of the BYOD policy and extensions to learning beyond formal classroom spaces. Digital divide amongst learners has evolved beyond equity in access and equity in capabilities to become more inclusive, thereby paving the way for equity in learning outcomes.Research limitations/implicationsThis study has been conducted in a school which is located in a relatively high socio-economic region. To achieve a more holistic view, there is a need for further studies to be conducted in schools from low socio-economic communities.Originality/valueThis paper adds to the existing literature by sharing teacher reflections on their use of innovative pedagogies to bring changes to classroom curricular practice. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The International Journal of Information and Learning Technology Emerald Publishing

Evolving digital divides in information literacy and learning outcomes

Loading next page...
 
/lp/emerald-publishing/evolving-digital-divides-in-information-literacy-and-learning-outcomes-0d3z7WD1Lc
Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2056-4880
DOI
10.1108/IJILT-04-2017-0022
Publisher site
See Article on Publisher Site

Abstract

PurposeThe purpose of this paper is to seek answers to questions on how equity of information literacy and learning outcomes have evolved with the ongoing advances in technologies in teaching and learning across schools. The authors’ report on a five-year long bring your own device (BYOD) journey of one school, which was one of the earliest adopters of one-to-one learning devices in New Zealand.Design/methodology/approachUsing a socio-cultural ecological lens for analysis, a longitudinal study has investigated aspects of how digital/information literacy, computer self-efficacy, and nature of technology usage are transforming school and classroom curriculum practices.FindingsFindings of this study reveal a significant shift in social and academic boundaries between formal and informal learning spaces. One-to-one learning devices provide the link between school and home, as students take more ownership of their learning, and teachers become facilitators. Curricula changes and proper technological support systems introduced in the school structures have given agency to students resulting in greater acceptance of the BYOD policy and extensions to learning beyond formal classroom spaces. Digital divide amongst learners has evolved beyond equity in access and equity in capabilities to become more inclusive, thereby paving the way for equity in learning outcomes.Research limitations/implicationsThis study has been conducted in a school which is located in a relatively high socio-economic region. To achieve a more holistic view, there is a need for further studies to be conducted in schools from low socio-economic communities.Originality/valueThis paper adds to the existing literature by sharing teacher reflections on their use of innovative pedagogies to bring changes to classroom curricular practice.

Journal

The International Journal of Information and Learning TechnologyEmerald Publishing

Published: Aug 7, 2017

There are no references for this article.