Twenty-second International Conference on New Directions in the Humanities

Abstract

This study addresses the pre-service teacher’s implementation of digital literacy strategies within an alternative field placement. The participants first learned about strategic learning in both the print and digital world, evaluated their own strategy use, and then implemented lessons using technology. Although they were aware of the benefits of technology and how successful learning with technology requires the explicit teaching of digital literacy strategies, they often struggled with implementation. Despite the reflective comments made during coursework and after the field experience, there seemed to be an underlying assumption that students already had the tools needed to learn on a digital device. The analysis of these six cases infers that pre-service teachers may need more explicit instruction in the implementation of digital literacy strategies to move beyond the application of tools to teaching thinking strategies.