A theoretical framework to foster digital literacy: The case of digital learning resources

被引：0
作者：
Hadjerrouit S. [1 ]
机构：
[1] University of Agder, Serviceboks 422, Kristiansand
来源：
IFIP Advances in Information and Communication Technology | 2010年 / 324卷
关键词：
Digital learning resources; Digital literacy; DLR; Learning theory; Pedagogical usability;
D O I：
10.1007/978-3-642-15378-5_14
中图分类号：
学科分类号：
摘要：
The New National Curriculum in Norway from 2006 recommends that teachers and students acquire a high degree of digital literacy in school education. One way to foster digital literacy is to train teachers to design and critically evaluate digital learning resources (DLRs). However, little research has been done as to which design principles and evaluation criteria are suitable for DLRs. This work proposes a theoretical framework, along with a case study, for designing and evaluating DLRs. The article draws on research in learning theory, pedagogical usability criteria, and context of use. The paper reports on the implications of the framework for the design and evaluation of DLRs. © IFIP International Federation for Information Processing 2010.
引用
收藏
页码：144 / 154
页数：10
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