Why digital literacy is important for science teaching and learning

Ng, W

Why digital literacy is important for science teaching and learning

Ng, W

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Publication Type:: Journal Article
Citation:: Teaching Science, 2011, 57 (4), pp. 26 - 32
Issue Date:: 2011

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Field	Value	Language
dc.contributor.author	Ng, W https://orcid.org/0000-0003-2183-5245	en_US
dc.date.issued	2011	en_US
dc.identifier.citation	Teaching Science, 2011, 57 (4), pp. 26 - 32	en_US
dc.identifier.issn	1839-2946	en_US
dc.identifier.uri	http://hdl.handle.net/10453/113148
dc.description.abstract	In recent years, the Australian Government has invested heavily ($2.4 b) into the Digital Education Revolution with initiatives that aim at increasing ICT proficiencies in teachers and school leaders and equipping Years 9-12 students with a laptop each. Such initiatives should be welcomed by the science education community as ICT offers affordances that could benefit enormously the teaching and learning of science. This paper argues that as part of the sustainable changes to using ICT in science education, is the need to develop digital literacy in teachers and students.	en_US
dc.relation.ispartof	Teaching Science	en_US
dc.title	Why digital literacy is important for science teaching and learning	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	57	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	0299 Other Physical Sciences	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	57	en_US

Abstract:

In recent years, the Australian Government has invested heavily ($2.4 b) into the Digital Education Revolution with initiatives that aim at increasing ICT proficiencies in teachers and school leaders and equipping Years 9-12 students with a laptop each. Such initiatives should be welcomed by the science education community as ICT offers affordances that could benefit enormously the teaching and learning of science. This paper argues that as part of the sustainable changes to using ICT in science education, is the need to develop digital literacy in teachers and students.

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http://hdl.handle.net/10453/113148