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A qualitative analysis of publicly available Standards and Guidance about Digital Literacies in U.S. States

Before the COVID-19 pandemic, schools had been adopting digital instruction in many parts of the world. The concept of digital literacies has also been evolving in complexity alongside the digital technologies that support it. However, little is known about what guidance available to support various...

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Detalles Bibliográficos
Autores principales: Rice, Mary F., Bailon, Mark
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9707243/
https://www.ncbi.nlm.nih.gov/pubmed/36465420
http://dx.doi.org/10.1007/s10639-022-11482-x
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author Rice, Mary F.
Bailon, Mark
author_facet Rice, Mary F.
Bailon, Mark
author_sort Rice, Mary F.
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description Before the COVID-19 pandemic, schools had been adopting digital instruction in many parts of the world. The concept of digital literacies has also been evolving in complexity alongside the digital technologies that support it. However, little is known about what guidance available to support various levels of government in supporting digital literacies alongside digital instruction in local schools. The purpose of this study was to determine what guidance for digital literacies U.S. state departments of education had made available through their websites to local schools just prior to the onset of the pandemic. Using qualitative content analysis techniques, digital literacies guidance information was located on U.S. state departments of education websites and analyzed. Most states did not indicate that they used guidance from professional organizations about digital literacies. The 16 states that did have guidance used standards from the International Society for Technology in Education (ISTE), which have not been positioned by the organization as digital literacies standards, but instead reflect traditional understandings of Information Computing Technology (ICT). Implications of this study highlight potential strategies educational ministries might use to acknowledge and support digital literacies.
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spelling pubmed-97072432022-11-29 A qualitative analysis of publicly available Standards and Guidance about Digital Literacies in U.S. States Rice, Mary F. Bailon, Mark Educ Inf Technol (Dordr) Article Before the COVID-19 pandemic, schools had been adopting digital instruction in many parts of the world. The concept of digital literacies has also been evolving in complexity alongside the digital technologies that support it. However, little is known about what guidance available to support various levels of government in supporting digital literacies alongside digital instruction in local schools. The purpose of this study was to determine what guidance for digital literacies U.S. state departments of education had made available through their websites to local schools just prior to the onset of the pandemic. Using qualitative content analysis techniques, digital literacies guidance information was located on U.S. state departments of education websites and analyzed. Most states did not indicate that they used guidance from professional organizations about digital literacies. The 16 states that did have guidance used standards from the International Society for Technology in Education (ISTE), which have not been positioned by the organization as digital literacies standards, but instead reflect traditional understandings of Information Computing Technology (ICT). Implications of this study highlight potential strategies educational ministries might use to acknowledge and support digital literacies. Springer US 2022-11-28 2023 /pmc/articles/PMC9707243/ /pubmed/36465420 http://dx.doi.org/10.1007/s10639-022-11482-x Text en © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Article
Rice, Mary F.
Bailon, Mark
A qualitative analysis of publicly available Standards and Guidance about Digital Literacies in U.S. States
title A qualitative analysis of publicly available Standards and Guidance about Digital Literacies in U.S. States
title_full A qualitative analysis of publicly available Standards and Guidance about Digital Literacies in U.S. States
title_fullStr A qualitative analysis of publicly available Standards and Guidance about Digital Literacies in U.S. States
title_full_unstemmed A qualitative analysis of publicly available Standards and Guidance about Digital Literacies in U.S. States
title_short A qualitative analysis of publicly available Standards and Guidance about Digital Literacies in U.S. States
title_sort qualitative analysis of publicly available standards and guidance about digital literacies in u.s. states
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9707243/
https://www.ncbi.nlm.nih.gov/pubmed/36465420
http://dx.doi.org/10.1007/s10639-022-11482-x
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