Digital Literacy in the Classroom

Due to the constant development in digital spaces, what teachers teach children about digital literacy is usually very outdated. So, in attempts to change with advances in technology, teachers use ways like PowerPoint in order to incorporate a semblance of technology however, often times, it doesn't truly engage students with technology like they believe it does. 

The Importance of Technology in the Classroom

Journalists from various universities, such as the University of Tennessee and Appalachian State University state that Digital Literacy/Learning is important for students with Intellectual Disabilities, as it is more engaging than traditional learning. It also allows for them to be equipped with a digital background, which can open up more doors for them in a society that already inherently shuts so many on them.

“For students with ID [Intellectual Disabilities, traditional literacy instruction has primarily focused on teaching sight word recognition and is often isolated from meaningful context…Despite what is known about the components of high quality reading instructions, reading instruction for students with ID has traditionally emphasized functional reading skills such as sight words necessary for daily living, safety, and independence as a singular, principal focus…Shifting perspectives of special educators and improvements in legislatures (IDEA, 2004; NCLB, 2002) indicate a more expansive and potentially liberating view of literacy and learning for students with ID. 

As a result of these changes, educators and proponents of students with disabilities have advocated for access to an instructional program that would promote participation and progress in the general curriculum, including literacy instruction.” 

RESOURCES:

1. Cihak, David F., et al. “Incorporating Functional Digital Literacy Skills as Part of the Curriculum for High School Students with Intellectual Disability.” Education and Training in Autism and Developmental Disabilities, vol. 50, no. 2, 2015, pp. 155–71. JSTOR,             http://www.jstor.org/stable/24827532. Accessed 20 Sep. 2022.