Badia, A., Meneses, J., Sigales, C., & Fabregues, S. (2014). Factors Affecting School Teachers’ Perceptions of the Instructional Benefits of Digital Technology. Procedia - Social and Behavioral Sciences, 141(2014), 357 - 36.
This article examines factors that influence how teachers perceive the effectiveness of technology in teaching and learning by using survey data. The authors found out that factors such as gender, teaching area, digital literacy, internet access rate and ICT training determine how teachers perceive the benefits of technology.
Biancarosa, G., & Griffiths, G. (2012). Technology Tools to Support Reading in the Digital Age. The Future of Children, 22(2), 139-160.
According to the authors, technology has transformed literacy
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(2007). Information Technology Literacy: Implications on Teaching and Learning. Educational Technology & Society, 10(3), 175-191.
Ezziane discusses the role of technology in teaching and learning styles. IT literacy and computer skills are important to both teachers and learners in influencing learning.
Eyal, L. (2012). Digital Assessment Literacy: The Core Role of the Teacher in a Digital Environment. Educational Technology & Society, 15(2), 37–49.
The core of teachers in the learning environment is assessment. In the digital environment, the type of assessment needed should adopt various aspects of digital technology. Digitally literate teachers are more equipped to assess student learning.
Ng, W. (2012). Why digital literacy is important for science teaching and learning. Curriculum and Learning Journal, 10(10), 1-4.
Digital literacy is necessary in learning as it enables effective learning though IT enabled devices and reduces cognitive load. The use of technology in learning enables learning in both formal and informal environments. Digital literacy is therefore important for both teachers and learners.
Colwell, J. & Hutchison, A. (2015). Supporting Teachers in Integrating Digital Technology into Language Arts Instruction to Promote Literacy. Journal of Digital Learning in Teacher Education, 31(2),