Information and communication technologies are permeated in our routine activities, whether we are at school, at work or carrying out personal engagements.
Innovative digital resources have brought powerful transformative tools which are improving on our quality of life. Moreover, access to technologies and electronic resources has become quite pervasive during these last few decades.
Policymakers have quickly recognised the significance of certain technologies as a vehicle for socio-economic progress. Notwithstanding, stakeholders in education are also promoting ‘new literacies’ as characterisations of 21st century skills has grown beyond the operation of computer productivity tools.
In this day and age, it is imperative students achieve digital fluency
Young pupils are increasingly acquiring digital skills and certain proficiencies in the usage of media and ICT. Many students already operate offline specialised software as well as online programmes on internet. As a matter of fact, ICT has improved their ways of accessing knowledge, researching, communicating, socialising and succeeding in all levels of education.
Many children and teenagers can easily access a personal computer either at home or at school. Many of them also use their own wireless devices, including smartphones and tablets for many purposes. Educators ought to respond to these new realities as they need to adapt their teaching designs and methodologies to students’ abilities, interests and learning styles.
The acquisitions of knowledge, skills or competences may be defined as outcomes of the education process. They form part of the conceptual shift from a content-based input approach to a competence-based output approach.
However, firmly rooted past educational approaches may prove quite hard to change. Yet, a paradigm shift can possibly occur when eclectic educational philosophies are inspired from previous approaches. Perhaps new visionary systems should respond to the needs and demands of a contemporary society.
Teaching and learning can be enhanced through new technologies so that young individuals develop their full potential. Arguably, learning resources can transform teaching as they may contribute to the acquisition of basic or key competences.
In this day and age, it is imperative students achieve digital fluency. One of the priority areas for the first cycle of the strategic framework for education and training (ET 2020) is the promotion of creativity and innovation through the use of new ICT tools and teacher training (EU, 2011).
Digital skills and ICT competences are a prerequisite for employment, personal fulfilment, social inclusion and active citizenship in today’s rapidly changing world.
In a sense, educational institutions are there to help their students develop these competences. From an early age, schools are responsible to teach students how to be critical and reflexive.
Students are taught how to work in collaboration with their peers as they seek information and support when using new resources and technologies. Pertinent academic literature suggests that ICT raises students’ motivation to learn as they actively engage themselves in their learning journey.
Students’ use of digital learning resources (DLRs) can also facilitate their personalised and individualised learning. For instance, many educators are supporting disadvantaged students through DLRs to help them raise their achievement levels.
DLRs are often related to new paradigms of learning. Emerging practices through ICT resources are also consonant with student-centred approaches as these innovative resources are more personal, social and participatory. Educators are key players in fostering a new digital environment in their schools.
Well-trained teachers are capable of incorporating ICT into their school curricula. In this light, they are encouraged to use a variety of ICT hardware and software in their classrooms. Educators are expected to provide guidance, strategic support and assistance to help students with diverse needs to assume increasing responsibilities for their own learning.
Moreover, the right educational policies can also help in the development and use of DLRs by setting up enabling conditions. This short contribution suggests that the stakeholders’ active engagement in DLRs may possibly result in significant improvements in the quality of teaching and learning that can lead to better educational outcomes.
Mark Anthony Camilleri and Adriana Camilleri are resident academic at the University of Malta and MA candidate at the University of Bath respectively.