A framework of pre-service teachers’ conceptions about digital literacy: Comparing the United States and Sweden

Alexandra List, Eva W. Brante, Holly L. Klee

Research output: Contribution to journalArticle

Abstract

We examine the conceptions of digital literacy of pre-service teachers in the United States (n = 188) and Sweden (n = 121). Pre-service teachers were asked to define digital literacy in an open-ended fashion and to select those skills that they considered to be essential for digital literacy from a list of 24 skills provided. Based on pre-service teachers' open-ended responses, four profiles of digital literacy conceptions, progressing in sophistication, were identified (i.e., technology focused, digital reading focused, goal directed, reflecting critical use). Moreover, pre-service teachers’ selections of skills or competencies essential for digital literacy were used in cluster analysis. Profiles of digital literacy conceptions were consistent across open-ended and selected-response forms of assessment. Important similarities and differences in conceptions of digital literacy across the United States and Sweden are discussed, as are implications for improving teacher education.

Original languageEnglish (US)
Article number103788
JournalComputers and Education
Volume148
DOIs
StatePublished - Apr 2020

Fingerprint

Cluster analysis
Sweden
Education
literacy
teacher
cluster analysis
education

All Science Journal Classification (ASJC) codes

  • Computer Science(all)
  • Education

Cite this

@article{3c8ffd2115574016954d3d620a8beeb3,
title = "A framework of pre-service teachers’ conceptions about digital literacy: Comparing the United States and Sweden",
abstract = "We examine the conceptions of digital literacy of pre-service teachers in the United States (n = 188) and Sweden (n = 121). Pre-service teachers were asked to define digital literacy in an open-ended fashion and to select those skills that they considered to be essential for digital literacy from a list of 24 skills provided. Based on pre-service teachers' open-ended responses, four profiles of digital literacy conceptions, progressing in sophistication, were identified (i.e., technology focused, digital reading focused, goal directed, reflecting critical use). Moreover, pre-service teachers’ selections of skills or competencies essential for digital literacy were used in cluster analysis. Profiles of digital literacy conceptions were consistent across open-ended and selected-response forms of assessment. Important similarities and differences in conceptions of digital literacy across the United States and Sweden are discussed, as are implications for improving teacher education.",
author = "Alexandra List and Brante, {Eva W.} and Klee, {Holly L.}",
year = "2020",
month = "4",
doi = "10.1016/j.compedu.2019.103788",
language = "English (US)",
volume = "148",
journal = "Computers and Education",
issn = "0360-1315",
publisher = "Elsevier Limited",

}

A framework of pre-service teachers’ conceptions about digital literacy : Comparing the United States and Sweden. / List, Alexandra; Brante, Eva W.; Klee, Holly L.

In: Computers and Education, Vol. 148, 103788, 04.2020.

Research output: Contribution to journalArticle

TY - JOUR

T1 - A framework of pre-service teachers’ conceptions about digital literacy

T2 - Comparing the United States and Sweden

AU - List, Alexandra

AU - Brante, Eva W.

AU - Klee, Holly L.

PY - 2020/4

Y1 - 2020/4

N2 - We examine the conceptions of digital literacy of pre-service teachers in the United States (n = 188) and Sweden (n = 121). Pre-service teachers were asked to define digital literacy in an open-ended fashion and to select those skills that they considered to be essential for digital literacy from a list of 24 skills provided. Based on pre-service teachers' open-ended responses, four profiles of digital literacy conceptions, progressing in sophistication, were identified (i.e., technology focused, digital reading focused, goal directed, reflecting critical use). Moreover, pre-service teachers’ selections of skills or competencies essential for digital literacy were used in cluster analysis. Profiles of digital literacy conceptions were consistent across open-ended and selected-response forms of assessment. Important similarities and differences in conceptions of digital literacy across the United States and Sweden are discussed, as are implications for improving teacher education.

AB - We examine the conceptions of digital literacy of pre-service teachers in the United States (n = 188) and Sweden (n = 121). Pre-service teachers were asked to define digital literacy in an open-ended fashion and to select those skills that they considered to be essential for digital literacy from a list of 24 skills provided. Based on pre-service teachers' open-ended responses, four profiles of digital literacy conceptions, progressing in sophistication, were identified (i.e., technology focused, digital reading focused, goal directed, reflecting critical use). Moreover, pre-service teachers’ selections of skills or competencies essential for digital literacy were used in cluster analysis. Profiles of digital literacy conceptions were consistent across open-ended and selected-response forms of assessment. Important similarities and differences in conceptions of digital literacy across the United States and Sweden are discussed, as are implications for improving teacher education.

UR - http://www.scopus.com/inward/record.url?scp=85077712420&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85077712420&partnerID=8YFLogxK

U2 - 10.1016/j.compedu.2019.103788

DO - 10.1016/j.compedu.2019.103788

M3 - Article

AN - SCOPUS:85077712420

VL - 148

JO - Computers and Education

JF - Computers and Education

SN - 0360-1315

M1 - 103788

ER -