Home page

Sheffield Hallam University Creative Commons Licence

4.2.1 Developing Student Teachers’ Digital Literacy

421 teacher using technologyThe case studies conducted in the initial teacher education programmes in Primary and Secondary Education (see 5.2 Case Studies of Professional Development)  indicate the significance of ensuring that assessment processes enable students’ skills and knowledge in relation to digital literacy to be assessed. In Case Study 13, this involved the tutors assessing students’ responses in the process of creating their films, but also the final products themselves. Similarly, in Case Study 11, students’ presentations were assessed by the tutors in addition to the way in which they engaged in workshop activities. Perhaps more importantly, the case studies illustrate the significance of the development of students’ abilities to self-assess. Tutor supported students’ critical reflections on the progress they had made, which enables students to identify priorities for future development. In addition to the use of presentations and multimedia texts produced by students for assessment purposes, open means of assessing student teachers’ understanding of digital literacy could include e-portfolios and their reflexive use of social networking sites such as blogs. (See also Case Study 12)

4.2.1 Developing Student... Tags COMMENTS (public) ANNOTATIONS (private) Expectations and Assessment of Digital Literacy

422 Teacher and ICTDigital literacy is seen as a key skill for teachers. The ICT skills test was introduced in 2001 at a time of great concern about teachers’ ICT skills. Until 2012 prospective teachers in England were required to pass an ICT test but this has been withdrawn as a requirement for Qualified Teacher Status (QTS) following DFE White Paper, The Importance of Teaching – The Schools White Paper (2011). Teachers are now only required to pass numeracy and literacy tests prior to starting training in 2013. The test included timed problem-solving activities involving word processing, spreadsheets, email, presentation software and the internet, using generic software that had the common feel of a windows environment.

More recently, the education secretary, Michael Gove has announced that the current ICT curriculum, which he has described as ‘demotivating and dull’ would be replaced by a ‘flexible curriculum in computer science and programming’ (Thomas, 2012). This requirement is likely to place further demands on teacher education to raise the profile of programming within digital literacy.

For References see: 4.2.3 References / Links to Further Information Expectations and... Tags COMMENTS (public) ANNOTATIONS (private)