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Journal Issue
Volume 11 Issue 3, ECEL 2012 / Aug 2013  pp168‑272

Editor: Hans Beldhuis, Koos Winnips

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Editorial for ECEL 2012 Special Issue of EJEL  pp168‑168

Hans Beldhuis, Koos Winnips

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Experiences with use of Various Pedagogical Methods Utilizing a Student Response System – Motivation and Learning Outcome  pp169‑181

Ketil Arnesen, Guri Sivertsen Korpås, Jon Eirik Hennissen, John Birger Stav

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A Semantic Rule‑based Framework for Efficient Retrieval of Educational Materials  pp182‑192

Maryam Tayefeh Mahmoudi Fattaneh Taghiyareh, Kambiz Badie

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"Digital Futures in Teacher Education": Exploring Open Approaches towards Digital Literacy  pp193‑206

Anna Gruszczynska, Guy Merchant, Richard Pountney

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Student experiences and perceptions of digital literacy skills development: engaging learners by design?  pp207‑225

Marion Hall, Ingrid Nix, Kirsty Baker

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Abstract

Abstract: This paper reports the findings of a project "Digital Futures in Teacher Education" (DeFT) undertaken as part of the third phase of the Joint Information Systems Committee (JISC) UK Open Educational Resources (OER) programme. It builds on previous work (Gruszczynska and Pountney, 2012, 2013) that has addressed attempts to embed OER practice within the teacher education sector, and which has informed practice in teaching and learning in the school system involving digital literacy (Burnett and Merchant, 2011; Davies and Merchant, 2009). A framework for digital literacy is outlined, drawing heavily on socio‑cultural models of digital practice (Merchant, 2011), that has the potential to re‑imagine teachers and teaching, as well as learners and learning and which, at the same time, address the 'why' as well as the 'how' of digital literacy. This framework takes into account current debates (primarily within the UK but of relevance to European perspectives) focusing on issues of ICT, digital literacy and media literacy in the curriculum, which reflect a tension between digital literacy as a set of skills and competencies on the one hand and understandings that arise from socio‑cultural and communicative practices on the other. Current understandings of digital literacy in the context of teacher education and OERs are explored and the potential for digital literac(ies) for openness is examined. This draws on data collected in the context of the DeFT project and includes meanings and perspectives on digital literacies as expressed by project participants. The effectiveness of a methodology that prizes reflexivity and participation is examined including a range of voices, including children's voices, in the meaning‑making process and recommendations on the basis of the findings are made. In terms of a digital future for teacher education the paper highlights the need for practices, learning packages and tools to continue to evolve, in close cooperation with their potential users, and linked directly to classroom and schools as the site of this production. 

 

Keywords: Keywords: digital literacy, reflexivity, ICT curriculum, pedagogy, open educational resources

 

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Media Use in Higher Education from a Cross‑National Perspective  pp226‑238

Michael Grosch

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“What my Guidance Councillor Should Have Told me”: The Importance of Universal Access and Exposure to Executive‑Level Advice  pp239‑252

Catherine Elliott, Joanne Leck, Brittany Rockwell, Michael Luthy

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Learning Within a Connectivist Educational Collective Blog Model: A Case Study of UK Higher Education  pp253‑262

Elaine Garcia, Mel Brown, Ibrahim Elbeltagi

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Employing Online S‑P Diagnostic Table for Qualitative Comments on Test Results  pp263‑271

Chien-hwa Wang, Cheng-ping Chen

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