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Nordic journal of digital literacy;6 (1-2)
The question of how to teach digital literacy attracts the attention of researchers, government agencies, parents, mass media, etc. This paper proposes that the teacher’s role is crucial: to teach digital literacies, teachers must have developed their own digital literacies. When defining digital literacies broadly, skills-based approaches to teacher training are not enough. Inspiration from ‘critical’ approaches to reflection adds to our understanding of how to develop digital literacies in schools. We propose the need for approaches where teachers are supported in jointly reflecting on their experiences of teaching with, and about, information and communication technologies (ICTs). Using the work of educationalist Paulo Freire, we argue the need to see action and reflection as an integrated whole. We examine a project in which we added a reflective approach to a technology roll-out to 30 schools. While the project differed at each school, a semi-structured process facilitated by mentors supported collective reflection in all schools. Although challenges were encountered along the way, the final evaluation indicated that schools had found the approach helpful. This paper argues the need to include approaches which stimulate and make possible collective, critical reflection among teachers.
Postprint version of published article. Original available at: http://www.idunn.no/ts/dk/2011/01-02/art08
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