Provide students access to prevalent digital tools to develop fluency and confidence as an integral part of DL education programs¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Based on the finding that familiarity with commonly used tools contributes to DL performance, the article recommends that schools make prevalent tools available so students develop "the fluency and confidence needed for accomplishing tasks using digital tools" in everyday and context-specific problem-solving scenarios. It further stresses developing capacity to use digital tools students have not encountered, since devices and applications change rapidly.

Design Implications¶

Context¶

Requirements¶

• Schools and policy makers must provide access to the prevalent tools as part of DL educational programs

Constraints¶

Target Learners¶

• primary and secondary school students

Target Learning Goals¶

• digital literacy competence
• technological fluency and adaptability to new tools

Claims¶

• DL performance comprises a general dimension plus four tool-specific residual dimensions, with the specific dimensions defined by the software applications used [+W]

Related Strategies¶

• Accommodate Varying Technology Experience
• Use a phased unplugged-to-plugged progression to build girls' CT confidence before introducing digital tools
• Build an orientation activity into XR study designs and use multiple sessions to increase tool familiarity

Examples¶

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Key Sources¶

• Frank Reichert, Nancy W. Y. Law, Gary K. W. Wong, Jimmy de la Torre. (2020). Exploring the structure of digital literacy competence assessed with authentic software applications. Education Tech Research Dev, 68, 2991–3013. https://doi.org/10.1007/s11423-020-09825-x