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dc.contributor.authorMallon, Melissa N.
dc.contributor.authorGilstrap, Donald L.
dc.date.accessioned2013-11-07T18:15:34Z
dc.date.available2013-11-07T18:15:34Z
dc.date.issued2013-11-07
dc.identifier.citationMallon, Melissa N. and Donald L. Gilstrap. 2014. Digital literacy and the emergence of technology based curriculum theories. -- Academic Knowledge Construction and Multimodal Curriculum Development. Vancouver, CA: IGI Global, 2014, pp.15-29.
dc.identifier.urihttp://hdl.handle.net/10057/6636
dc.identifier.urihttp://dx.doi.org/10.4018/978-1-4666-4797-8.ch002
dc.descriptionClick on the DOI link to access this book chapter at the publisher's website (may not be free)
dc.description.abstractA shifting focus in education is resulting in more networked, technology-enhanced classrooms. Contemporary educators need to be aware of the skill sets students require to thrive in twenty-first century educational environments. This developmental and learner- centered approach, known as digital literacy, enables students to use technology to find, evaluate, organize, create, and communicate information. This chapter, therefore, proposes a theoretical framework for teaching digital literacy.
dc.language.isoen_USen_US
dc.relation.ispartofAcademic Knowledge Construction and Multimodal Curriculum Development. Vancouver, CA: IGI Global, 2014
dc.titleDigital literacy and the emergence of technology based curriculum theoriesen_US
dc.typeBook chapteren_US
dc.description.versionPeer reviewed


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