Literaturnachweis - Detailanzeige
Autor/inn/en | Le, Danvy; Pole, Antoinette |
---|---|
Titel | Beyond Learning Management Systems: Teaching Digital Fluency |
Quelle | In: Journal of Political Science Education, 19 (2023) 1, S.134-153 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1551-2169 |
DOI | 10.1080/15512169.2022.2139268 |
Schlagwörter | Teaching Methods; Digital Literacy; Political Science; State Universities; Age Groups; Outcomes of Education; Employment Potential; Social Media; Web Sites; Marketing; Education Work Relationship; Information Technology; Barriers; Undergraduate Students; Learning Management Systems; Audio Equipment; Video Technology Teaching method; Lehrmethode; Unterrichtsmethode; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Staatliche Universität; Age grop; Altersgruppe; Lernleistung; Schulerfolg; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Soziale Medien; Web-Design; Informationstechnologie; Audio-CD |
Abstract | Employers increasingly seek employees with more sophisticated technical skills to meet the changing global marketplace. A significant portion of political science graduates do not pursue advanced degrees, instead entering the job market and holding an array of occupations in organizations using social media, websites, and digital political marketing. While political science instructors are adept at fostering oral and written communication, emphasis on cultivating digital skills appears somewhat less common. This shortcoming may be a disservice to our graduates. Based on reflections from instructors teaching political science at two public universities, this paper describes pedagogical approaches to building digital fluency skills among Generation Z learners using platforms beyond learning management systems to align with learning outcomes that emphasize new and emerging technologies. This pedagogical approach facilitates content retention through higher order learning while building practical skills. Through innovative course assignments students learn new platforms thereby improving their digital fluency. To mitigate potential obstacles to implementation, we offer reflections on these assignments along with advice to facilitate student success. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |