A Qualitative Analysis of Publicly Available Standards and Guidance about Digital Literacies in U.S. States

Autor/inn/en	Rice, Mary F.; Bailon, Mark
Titel	A Qualitative Analysis of Publicly Available Standards and Guidance about Digital Literacies in U.S. States
Quelle	In: Education and Information Technologies, 28 (2023) 6, S.6927-6946 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rice, Mary F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11482-x
Schlagwörter	Academic Standards; Guidance; Digital Literacy; State Departments of Education + Suchen Sie Ihr Suchwort? Beratung; Kultusministerium
Abstract	Before the COVID-19 pandemic, schools had been adopting digital instruction in many parts of the world. The concept of digital literacies has also been evolving in complexity alongside the digital technologies that support it. However, little is known about what guidance available to support various levels of government in supporting digital literacies alongside digital instruction in local schools. The purpose of this study was to determine what guidance for digital literacies U.S. state departments of education had made available through their websites to local schools just prior to the onset of the pandemic. Using qualitative content analysis techniques, digital literacies guidance information was located on U.S. state departments of education websites and analyzed. Most states did not indicate that they used guidance from professional organizations about digital literacies. The 16 states that did have guidance used standards from the International Society for Technology in Education (ISTE), which have not been positioned by the organization as "digital literacies" standards, but instead reflect traditional understandings of Information Computing Technology (ICT). Implications of this study highlight potential strategies educational ministries might use to acknowledge and support digital literacies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01