e-Literacy Trends in Ontario's 21st Century Education: Successes, Challenges, and Possibilities
Year: 2015
Type: dissertation
Study design: Observational Study
Abstract: Technological ubiquity in 21st century Canadian society calls for responsible use of information and communication technologies (ICTs). This thesis presents e-literacy theory, developed from a review of international benchmarks to address domains of capability, critical literacy, citizenry, and safety, to confront this need for K-12 education and teacher preparation. This study examines a selection of Ontario’s K-12 curricula and lived experiences of teacher candidates from a teacher education institution in Ontario. Eighty-four teacher candidates participated in an online survey questionnaire and eight participated in focus group discussions to help provide critical understanding of the current climate of e-literacy in teacher education. Findings indicated both Ontario’s K-12 curricula and the target institution are lagging behind international benchmarks of e-literacy. With the goal of reform across three interdependent levels, this thesis presents the trident approach, specifically focusing on integrating e-literacy into 21st century learning through teacher candidates who will become the next generation of educators in K-12 classrooms.
Author: Nathan Joseph Briffa
Institution: University of Windsor
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2257529360