A3 Refereed book chapter or chapter in a compilation book
Language teacher perceptions and practices of digital literacy in Finnish higher education
Authors: Taina Juurakko-Paavola, Heidi Rontu, Michael Nelson
Editors: Lotta Lehti, Pauliina Peltonen, Sara Routarinne, Veijo Vaakanainen, Ville Virsu
Edition: AFinlan vuosikirja 2018
Publisher: AFinLa
Publishing place: Jyväskylä
Publication year: 2018
Journal: AFinLan vuosikirja
Book title : Uusia lukutaitoja rakentamassa
Journal acronym: AFinLa
Article number: 3
Series title: Suomen soveltavan kielitieteen yhdistyksen julkaisuja
Number in series: 76
Issue: 1
First page : 41
Last page: 60
ISBN: 978-951-9388-67-0
eISSN: 2343-2608
DOI: https://doi.org/10.30661/afinlavk.69640(external)
Abstract
Digital literacy and digitalization have rapidly entered curriculum
planning as key development targets in Finnish higher education, and
consequently, also in the teaching and learning of languages and
communication. For language teachers, this creates new development
possibilities but also challenges, as new working methods and
proficiencies need to be embraced. In this paper we focus on teacher
perspectives of and practices in digital literacy and seek to identify
the development needs they have and the challenges they face. Our study
shows that there is a high level of interest in digital issues in
language and communication teaching in Finland. Teachers are encouraged
to include digital elements in their teaching. However, teachers need
support and have varied needs in developing digipedagogical skills. The
results of our study form the basis for a national-level strategy for
furthering the digital literacy of language and communication teachers
in higher education at personal, organizational and national levels.
Digital literacy and digitalization have rapidly entered curriculum
planning as key development targets in Finnish higher education, and
consequently, also in the teaching and learning of languages and
communication. For language teachers, this creates new development
possibilities but also challenges, as new working methods and
proficiencies need to be embraced. In this paper we focus on teacher
perspectives of and practices in digital literacy and seek to identify
the development needs they have and the challenges they face. Our study
shows that there is a high level of interest in digital issues in
language and communication teaching in Finland. Teachers are encouraged
to include digital elements in their teaching. However, teachers need
support and have varied needs in developing digipedagogical skills. The
results of our study form the basis for a national-level strategy for
furthering the digital literacy of language and communication teachers
in higher education at personal, organizational and national levels.
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