The Integration of GBS into a Technologically Restricted Context to Improve Digital Literacy
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Authors
JEMH Volume 31, Number 2, 2022 ISSN 1055-8896
Abstract
This study aims to improve digital literacy skills of students belonging to disadvantaged groups with regards to SES and ICT access. It is assumed that without increasing the number of available devices, appropriate pedagogical integration can enable these disadvantaged students to be equipped with digital literacy skills. Based on this frame of reference, it is claimed that customized goal-based scenarios (GBS) can help to improve these skills. This case study took place during 5 weeks. The researcher completed qualitatively the observation forms based on digital literacy and critical digital literacy frameworks in both the first and the last week. Semi-structured interviews were conducted with each group at the last week. During five weeks, all groups engaged in GBS prepared specifically for digital literacy topics. The population includes the elementary school students from rural areas of Eastern part of * (removed for blind review). The findings showed that customized GBS facilitated the improvement of digital literacy skills. Therefore, the number of limited access to ICT tools may not serve as a barrier for digital literacy education.
Citation
Parlak, B. & Sendurur, E. (2022). The Integration of GBS into a Technologically Restricted Context to Improve Digital Literacy. Journal of Educational Multimedia and Hypermedia, 31(2), 149-178. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 5, 2024 from https://www.learntechlib.org/p/220683.
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