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ERIC Number: EJ1102767
Record Type: Journal
Publication Date: 2010
Pages: 6
Abstractor: As Provided
ISSN: ISSN-0973-2217
Need of Digital-Age Literacy in Teacher Education
Nachimuthu, K.
Journal on School Educational Technology, v6 n2 p1-6 Sep-Nov 2010
The amount of knowledge in the world has doubled in the past 10 years and is doubling every 12 months according to NCTE. Now technology increases conversation, sharing, and learning among and between students and teachers. Today's digital students think of information and communications technology (ICT) as something akin to oxygen: they expect it, it's what they breathe, and it's how they live. Now-a-days the Parents role was minimized and the web page role was maximized by the students. The dimensional shifts describing students in the digital age was explained in four ways; a) literacy, b) learning, c) reasoning and d) action. Today's generation of students communicates in a language that many academics don't yet understand. Web-based modules are used as animations, voice and video clips, captions, and text, all combined in accurate, well organized, pedagogically solid productions. Learning theories for Digital age deals with three instructional environments viz., behaviorism, constructivism and cognitivism were developed in a time when learning was not impacted through technology. The digital learning provides the learners with a platform to exchange with peers and reflect on their work and to foster learner autonomy and learning strategies (Wang 2007). This paper also discusses the skills are needed for the teachers in the Digital age and the curriculum access in digital age as well as trends and futures of digital age. Preparing teachers for this does not imply that better learning will come from finding better ways for the teacher to instruct, but from giving the learner better opportunities to create new knowledge with and without technology.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A