Theinformation Results and implications: As a result of

Theinformation and
communications technologies (ICTs) have propelled the blended learning into
mainstream education system in recent times. As such both lecturers and
students can avail the facilities of learning resources, like online libraries,
digital media and learning management systems, conveniently with the help of
these commonly available digital devices and the internet. Thereby learning
becomes much more flexible beyond the physical classroom walls. However, in
modern perspective, one needs to have a certain level of digital literacy as it
is not limited to the understanding of operating technology, but also requires
the possession of right information management and critical thinking skills
along with proper online behaviors. Purpose
of the study: The purpose of this research study is to review technology
integration frameworks and distinguish which components best support digital
literacy education. Moreover, we also focus on the future of ‘multiliteracies’
and their place in English education. This report also pinpoints teacher
education and professional development practices for teaching digital
literacies. Design and methods: A
research synthesis of experimental research, qualitative analyses, case
studies; theoretical and pedagogical frameworks have been also included in this
brief article. In order to address the broad scope of digital literacy
practices, this paper also reviews literature and synthesized research from
across educational theory, practice, policy, new literacy studies; information
and computer technology. This is due to the growing belief that Computer
Mediated Communication (CMC) is becoming an integral part of language learning
at all levels. Results and implications:
As a result of this research, we not only understand the concept of
multiliteraciesbut also common perceptions of technology in teacher education
practice and research. Further, integration of CALL-methods in current language
teaching, attempts to evaluate educational policies and strategies on ICT in
K12 classrooms.

Keywords: Digital Literacy, multiliteracies, digital
competence, ICT, language learning and teachers’ characteristics  

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