Luận án: Nhận thức của nhà giáo về khung kỹ năng số thế kỷ 21 - Nghiên cứu của Stephen Spengler

Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2015 Educators' Perceptions of a 21st Century Digital Literacy Framework Stephen Spengler Walden University Follow this and additional works at: https://scholarworks.edu/dissertations Part of the Instructional Media Design Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact ScholarWorks@waldenu. Walden University College of Education This is to certify that the doctoral study by Stephen Spengler has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made.

Review Committee Dr. Kerry Burner, Committee Chairperson, Education Faculty Dr. Michael Wronkovich, Committee Member, Education Faculty Dr. Dina Brown, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.

Walden University 2015 Abstract Educators’ Perceptions of a 21st Century Digital Literacy Framework by Stephen S. Spengler MS, Wilkes University, 2004 BA, Muhlenberg College, 1995 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University July 2015 Abstract The concept of literacy has expanded to include understanding and effective utilization of information, media, and technology. The Children’s Internet Protection Act requires school districts to teach proper online use and behavior. The lack of a technology requirement in a rural, public school district in Northeastern Pennsylvania that meets the needs of 21st century learners and the conditions of the Children’s Internet Protection Act was the rationale for the development of this project study.

The study’s conceptual framework stemmed from theories related to new literacies, multimodality, computer education practices, and millennial learners. The research questions examined educators’ perceptions of topics and skills to include in a curricular framework that addressed the lack of a comprehensive technology requirement to improve 21st century digital literacy skills for all students. A qualitative case study design was selected and data from 40 open ended questionnaires, one 5-member focus group discussion, and two 6-member focus group discussions were open coded and thematically analyzed. Emergent themes relating to a digital literacy course framework included information access skills and the application of technology.

Findings were validated through member checking and triangulated with 62 existing curricular documents. The project for this study consisted of a curricular framework for a 90 day 21st century digital literacy high school course that can be used by any school district to enhance the preparation of students for life after high school. Such use of the findings and culminating project may positively affect social change through a modern definition of literacy thus contributing towards the development of a positive and prepared 21st century citizenry. Educators’ Perceptions of a 21st Century Digital Literacy Framework by Stephen S.

Spengler MS, Wilkes University, 2004 BA, Muhlenberg College, 1995 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University July 2015 Dedication This work is dedicated to my wife, Katie and our three children Kyla, Lexi, and Jace. Without them, I would not have become the man, the husband, and the father I am today. It is through their love, understanding, and support that I have become a better person than I ever was before. Acknowledgments I would like to thank Dr.

Kerry Burner for her insight, assistance, guidance, and overall cheerleading through the entire doctoral study process. She has the patience of Job and is an excellent example of a dissertation chair. Her knowledge and expertise related to my topic made her the ideal person to work with. I would also like to thank Dr.

Aaron Derris, Dr. Dina Brown, and Dr. Michael Wronkovich for their detailed suggestions, thoughts, and enhancements that ultimately made this doctoral study read as well as it does. I would also like to thank Jenny Martel and the Walden University Writing Center team for their guidance and input in making recommendations and suggested edits for my work.

Table of Contents List of Tables. vi Section 1: The Problem .1 Definition of the Problem .4 Evidence of the Problem at the Local Level. 4 Evidence of the Problem From the Professional Literature .7 Guiding/Research Question .9 Review of the Literature .9 Literature Review Process .25 Section 2: The Methodology.27 i Research Design and Approach. 29 Selection Criteria, Justification, and Working Relationship.

30 Access to Participants. 32 Ethical Protection of Participants.35 Online Questionnaire Data. 36 Focus Group Discussion Data. 38 Document Study Data.

39 Researcher’s Role and Potential Bias. 41 Evidence of Quality and Procedures .50 A 21st Century Digital Curriculum Should Include Hard Technology Skills. 50 A 21st Century Digital Curriculum Should be Reinforced by Soft Skills. 63 ii Project as an Outcome .66 Section 3: The Project .68 Description and Goals .69 Review of the Literature.

70 Analysis of Research and Theory .75 Potential Resources and Existing Supports. 76 Proposal for Implementation and Timetable. 77 Roles and Responsibilities .78 Implications Including Social Change .85 Section 4: Reflections and Conclusions .86 iii Project Strengths .86 Recommendations for Remediation of Limitations .89 Project Development and Evaluation.90 Leadership and Change .92 Analysis of Self. 95 The Project’s Potential Impact on Social Change.95 Implications, Applications, and Directions for Future Research.

97 Direction for Future Research .101 Appendix A – The Project .121 Appendix B: 21st Century Digital Literacy Online Questionnaire .165 Appendix C - Focus Group Discussion Questions .166 Appendix D: Data Color Coding Key.172 Appendix F: Relationships Within Domains .174 iv Appendix G: Relationships Across Domains .176 Appendix H: A 21st Century Digital Curriculum Soft Skills .178 Appendix I: A 21st Century Digital Curriculum Hard Skills .181 Appendix J: Data Analysis Outline.184 Appendix K: Letter of Cooperation .187 v List of Tables Table 1. Online Questionnaire and Corresponding Research Questions. Focus Group Discussion and Corresponding Research Questions. 39 vi 1 Section 1: The Problem Introduction Students in the early 21st century are continuously receiving information, communicating, viewing media, and using a myriad of technology-based tools.

According to Kaware and Sain (2015), teaching learners in a world of instant information is a challenge for educators. The use of the Internet, smartphones, computers, tablets, gaming systems, and multimedia devices may be problematic for the educational community. In order to correctly teach children to evaluate, interpret, and effectively use technology, educators have to support technology, utilize technology in their classrooms, and teach proper use of technology to accomplish tasks (Kaware & Sain, 2015; Kelly, 2013; Hung, Lee, & Lim; 2012; Liu & Tee, 2014). Contemporary literacy carries a broad definition.

Students are required to have the ability to understand and effectively utilize the information, media, and technology available. Aqili and Nasari (2010) differentiated traditional literacy from literacy in the 21st century as a range of abilities to successfully communicate using various media, read e-books, utilize e-mail, find and evaluate online information, utilize presentation software, employ electronic communications to establish dialogue with experts, and write for both a local and global community. Hobbs (2011) and Chase and Laufenberg (2011) supported this changed meaning by suggesting that literacy, due to the varied methods of communication and expression, is greater than the ability to just read, write, speak, and listen. Literacy, due to the influence of technology, now includes complex and integrated 2 forms of images, video, sound, music, and interactivity that the learner needs to possess in their bag of learning tools.

A student might be comfortable and confident with technology use, but that comfort and confidence do not necessarily translate into literacy. Judson (2010) and Leung (2010) stated educators assume students are literate in technology simply because they have spent their lives around it. Leung advocated the teaching and learning of technology related skills, but reminded educators that they are not automatically learned (Walsh, 2010). The fast pace of technology creates an ideal opportunity to reflect upon a modern definition of literacy and how education can be compelled to change its approach to literacy.

Students are accustomed to using technology but it will take educators to provide the framework to focus students on gaining broad literacy skills. This project study will explore teacher perceptions of a 21st century digital literacy framework, incorporating the components they believe to be necessary. The remainder of this section includes a definition of the problem, a rationale for selection, operational definitions associated with the problem, a discussion centered on the significance of the problem, guiding research questions addressing the problem, a review of the literature centering on the problem, project study implications, and a summary of important parts. Definition of the Problem The Child Trends Databank (2010) reported that 77% of children in the United States ages 3 to 17 used the Internet at home, more than three times as many in 1997.

In addition, 93% of children had access to a home computer, which is up from 15% in 1984 3 (Child Trends Databank, 2010). Access to technology and to the connectedness of the Internet is rising. Children, ages 8 to 10, spent about 45 minutes on the computer on a typical day, whereas older children (ages 11 to 14, and ages 15 to 18) spent more than 90 minutes (Child Trends Databank, 2010). The method that children use to access online content is also varying.

The PEW Internet and American Life Project (2012) reported that 31% of children ages 14 to 17 owned smartphones and 92% of teen smartphone owners access online content on a daily basis. The data show that the use of technology is increasing as children get older, home Internet use is increasing among children ages 3 to 17, and the methods used for accessing content varies. On August 15, 2011, the Federal Communications Commission (FCC) released the order to implement the Children’s Internet Protection Act (CIPA). The law requires school districts to teach proper online use and behavior as a requirement for receiving E- Rate funding.

E-Rate assists schools and libraries to obtain access to high-speed connectivity and the discounts to support the connectivity. Many school districts require students to take a technology course to fulfill a graduation requirement, but the courses may not currently meet the requirements of the CIPA order. The district may not receive funding, and there may be a lack of higher levels of information and media literacy components (Nelson, Courier, & Joseph, 2011). The increased availability and use of technology by children is potentially advantageous to the educational environment.

However, Hazen (2010) stated that access to technological tools is not useful if the student is not proficient in applying them in a practical environment. Requiring a course that meets the demands of CIPA and supports 4 broadening the parameters of the course will create a better opportunity for districts to satisfy the technological needs of students (Allen, 2007). The local setting is a rural school district in northeastern Pennsylvania. The district serves over 10,000 students from kindergarten through grade twelve in nine schools.

There are two high schools, two junior high schools, one intermediate school, and five elementary schools. Specifically, the research site is the district’s two high schools serving students in grades nine through twelve. One high school has approximately 1,600 students while the other serves approximately 1,800 students. Having a course that focuses on the application of current technological skills as well as ethical problem solving may produce a better prepared local student populace.

Rationale Evidence of the Problem at the Local Level The lack of a technology requirement in a rural, public school district in northeastern Pennsylvania that meets the requirements of CIPA and supports the 21st century learner was the rationale for the development of this project study. In 2010, by issue of the district’s Board of Education, the district eliminated the Information Processing course, which served as the technology requirement for district students.