A3 Vertaisarvioitu kirjan tai muun kokoomateoksen osa
Language teacher perceptions and practices of digital literacy in Finnish higher education
Tekijät: Taina Juurakko-Paavola, Heidi Rontu, Michael Nelson
Toimittaja: Lotta Lehti, Pauliina Peltonen, Sara Routarinne, Veijo Vaakanainen, Ville Virsu
Painos: AFinlan vuosikirja 2018
Kustantaja: AFinLa
Kustannuspaikka: Jyväskylä
Julkaisuvuosi: 2018
Journal: AFinLan vuosikirja
Kokoomateoksen nimi: Uusia lukutaitoja rakentamassa
Lehden akronyymi: AFinLa
Artikkelin numero: 3
Sarjan nimi: Suomen soveltavan kielitieteen yhdistyksen julkaisuja
Numero sarjassa: 76
Numero: 1
Aloitussivu: 41
Lopetussivu: 60
ISBN: 978-951-9388-67-0
eISSN: 2343-2608
DOI: https://doi.org/10.30661/afinlavk.69640
Tiivistelmä
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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