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Sustaining the Inquiry Cycle: Digital Literacy Reframed PROCEEDINGS

, National College of Ireland, Ireland ; , University of Illinois, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Dewey's ideas on experience and learning offer much by way of theoretical understanding of the learning process. However, educators often find it difficult to translate such insights into practice. This may be due, in part, to the tradition of formal approaches to instruction. The Inquiry Cycle, as a model of the learning process, provides a conceptual bridge between Dewey's theories and primary school teaching practice. A new contextual definition of Digital Literacy, framed in terms of sustaining the Inquiry Cycle, is proposed here. This framework was developed and validated in a study of the practices of eight Irish primary classes. The study also developed two new pedagogic tools – the Digital Literacy Component Checklist and the Inquiry Cycle Activity Summary – for practitioners, researchers and policy makers.

Citation

Casey, L. & Bruce, B.C. (2010). Sustaining the Inquiry Cycle: Digital Literacy Reframed. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 1372-1379). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 25, 2017 from .