Web literacy practices of teacher education students and in-service teachers in Greece : a descriptive study

 
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Web literacy practices of teacher education students and in-service teachers in Greece : a descriptive study (EL)
Web literacy practices of teacher education students and in-service teachers in Greece : a comparative study (EN)

Bougatzeli, Evangelia
Douka, Maria
Bekos, Nikolaos
Papadimitriou, Efi

In the expanding context of new literacies and multiliteracies, the abilities to know how to locate, to evaluate and to exploit Web information resources in order to construct knowledge, are acknowledged as extremely important worldwide. Current literacy curricula should encourage the development of such abilities, and  their successful implementation requires teachers themselves to be properly prepared. The present study reports the web searching and evaluating practices for educational purposes employed by both pre-service and in-service teachers. Data was collected via an anonymous online questionnaire. The comparative study  exhibis teachers' web practices with the purpose of identifying aspects of web literacy that require attention when designing and implementing relevant educational initiatives. According to the research findings, both pre-service and in-service teachers are based almost exclusively on popular search engines to locate web information resources, and they choose such resources without examining their wider context. In order to evaluate web information resources, they consider mainly morphological and design elements, rather than content features such as their origin and credibility. The findings raise the potential of applying critical literacy principles on the Web so that teachers can approach it critiquely.[1] when using its resources in educational settings. [1] learn to think “critiquely” (a word coined by James Paul Gee), that is, not merely consume information but also “understand and critique systems of power and injustice in a world that [people] will see as simply economically inevitable" (Gee, 2000: 62). (EL)
: In the expanding context of new literacies and multiliteracies, the abilities to know how to locate, to evaluate and to exploit Web information resources in order to construct knowledge, are acknowledged as extremely important worldwide. Current literacy curricula should encourage the development of such abilities, and  their successful implementation requires teachers themselves to be properly prepared. The present study reports the web searching and evaluating practices for educational purposes employed by both pre-service and in-service teachers. Data was collected via an anonymous online questionnaire. The comparative study  exhibis teachers' web practices with the purpose of identifying aspects of web literacy that require attention when designing and implementing relevant educational initiatives. According to the research findings, both pre-service and in-service teachers are based almost exclusively on popular search engines to locate web information resources, and they choose such resources without examining their wider context. In order to evaluate web information resources, they consider mainly morphological and design elements, rather than content features such as their origin and credibility. The findings raise the potential of applying critical literacy principles on the Web so that teachers can approach it critiquely.[1] when using its resources in educational settings. [1] learn to think “critiquely” (a word coined by James Paul Gee), that is, not merely consume information but also “understand and critique systems of power and injustice in a world that [people] will see as simply economically inevitable" (Gee, 2000: 62). (EN)

info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion

Web literacy practices (EL)
teacher education students (EL)
in-service teachers (EL)
Web literacy practices (EN)
EDUCATION (EN)
teacher education students (EN)
NEW LITERACIES (EN)
in-service teachers (EN)


Προσχολική & Σχολική Εκπαίδευση

Αγγλική γλώσσα

2017-03-02


Laboratory of Pedagogical Research & Applications (EN)

GREECE (EL)
PRESENT (2014) (EL)
GREECE (EN)
2014 (EN)

2241-7206
Προσχολική & Σχολική Εκπαίδευση; Vol 5, No 1 (2017); 97-109 (EL)
Preschool and Primary Education; Vol 5, No 1 (2017); 97-109 (EN)

Copyright (c) 2017 EVANGELIA BOUGATZELI, MARIA DOUKA, NIKOLAOS BEKOS, EFI PAPADIMITRIOU (EN)



*Η εύρυθμη και αδιάλειπτη λειτουργία των διαδικτυακών διευθύνσεων των συλλογών (ψηφιακό αρχείο, καρτέλα τεκμηρίου στο αποθετήριο) είναι αποκλειστική ευθύνη των αντίστοιχων Φορέων περιεχομένου.