Student Teachers' Perceptions of the Connection between Literacy, Equality and Digitalization

Autor/inn/en	Maunula, Minna; Lähdesmäki, Sirkku
Titel	Student Teachers' Perceptions of the Connection between Literacy, Equality and Digitalization
Quelle	In: International Journal on Social and Education Sciences, 4 (2022) 3, S.323-337 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Maunula, Minna) ORCID (Lähdesmäki, Sirkku)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Student Teachers; Student Attitudes; Opinions; Literacy; Equal Education; Educational Technology; Foreign Countries; Adults; Literacy Education; Social Media; Finland + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schülerverhalten; Lehrmeinung; Alphabetisierung; Schreib- und Lesefähigkeit; Unterrichtsmedien; Ausland; Soziale Medien; Finnland
Abstract	Digitalization has many implications for the development of equality in societies and is also reflected in education. In a digitalized world, literacy is an essential skill for both individual and societal development. This study explores Finnish student teachers' perceptions of the connection between literacy, equality, and digitalization. The research material consists of professional opinion pieces written by student teachers (N=37). The qualitative study examined student teachers' perceptions of literacy, equality, and digitalization. Student teachers' perceptions concerned pupils' polarizing backgrounds for learning, literacy instruction and the challenge of differentiating classes, deterioration of literacy and other learning, and positive aspects of literacy learning. The results show that student teachers recognize the connection between literacy and digitalization and their broad impact on societal development and equity. As future teachers, they perceived the impact of the development of inequalities on everyday school life and on opportunities to learn key skills as a challenge. The results show that the polarizing starting points for pupils is a worrying trend and challenges the future teacher in a digitalizing world. The results of the study underline that teacher training and teachers are important societal actors and reformers. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01