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Digital Literacies in Teacher Preparation

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Language, Education and Technology

Part of the book series: Encyclopedia of Language and Education ((ELE))

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Abstract

Being literate today means being able to navigate between a multiplicity of voices, perspectives, cultures, and textualities in mostly technology-mediated contexts. Since learners’ digital literacy skills do not necessarily align with academic literacy required in formal contexts, teachers and educators need to become key players in shaping their students’ attitudes and practices through purposeful selection and use of technology-based tools, tasks, and environments. Therefore, it is paramount for teachers to, first, be digitally literate themselves and, second, be professionally prepared to assist learners in developing the multiple literacies needed to engage with others online in an informed and meaningful way. Considering the rapid pace of technological change, both endeavors involve a lifelong learning process. In this chapter, we describe the challenges for teacher training and professional development programs and propose tested methods for moving forward.

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Author information

Authors and Affiliations

  1. The Open University, Milton Keynes, UK

    Mirjam Hauck

  2. Jan Dlugosz University, Czestochowa, Poland

    Malgorzata Kurek

Authors
  1. Mirjam Hauck
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  2. Malgorzata Kurek
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Correspondence to Mirjam Hauck .

Editor information

Editors and Affiliations

  1. Portland, Oregon, USA

    Steven Thorne

  2. Faculty of Education, University of Auckland, School of Critic, Auckland, New Zealand

    Stephen May

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Hauck, M., Kurek, M. (2017). Digital Literacies in Teacher Preparation. In: Thorne, S., May, S. (eds) Language, Education and Technology. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02328-1_22-1

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  • DOI: https://doi.org/10.1007/978-3-319-02328-1_22-1

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-02328-1

  • Online ISBN: 978-3-319-02328-1

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