NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1212581
Record Type: Journal
Publication Date: 2019
Pages: 19
Abstractor: ERIC
ISSN: ISSN-1536-3031
The Digital Imperative in the 21st Century Classroom: Rethinking the Teacher-Learner Dynamic
Seward, Tomi Phoenix; Nguyen, Huong Tran
Issues in Teacher Education, v28 n1 p80-98 Spr 2019
Jenkins (2009) asserts that it is a "digital imperative" for educators to develop their students' technology awareness and dexterity, but also their own. How can educators teach what they do not know? To make the digital imperative a reality in university and secondary classrooms, teacher preparation faculty can tap into the Internet and harness its inherent qualities of a "participatory culture." Jenkins' explanation suggests a reciprocal teacher-learner dynamic process. The concept of a participatory culture of the Internet can be a useful tool in two ways: (1) addressing the digital imperative by further developing teachers' and students' technology awareness and dexterity; and (2) maximizing student expertise and promote teacher-learner collaboration. Jenkins considers digital literacy a social skill that can be facilitated by the participatory nature of the Internet. Strategies presented in this paper can be adapted to most teacher preparation courses. In Part I, the authors discuss potential problems and criticisms in promoting digital literacy. Part 2 presents select strategies with corresponding rationales for promoting digital literacy. Finally, Part 3 illustrates practical ways for implementing and assessing the strategies in Part 2.
Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A