How can the Charter for 21st century literacies support technology-mediated teaching and learning?

Authors

DOI:

https://doi.org/10.62695/SDTB9169

Keywords:

Digital literacy, technology-mediated, ICT, technologies, portable devices, 21st century competences

Abstract

This work presents a critical review of pedagogical practices regarding the use of technologies. Hence, the practices that can make a positive contribution to children’s literacy learning are identified. The study sets out to explore the pedagogical strategies that can be applied through the use of portable devices and other technologies in teaching and learning. It draws on an empirical study in two classrooms of a Maltese state school that I conducted between February and June 2016. The key findings indicated a number of pedagogical affordances which promoted multiliteracies, engagement with a range of modes and media, and collaboration. However, the study also identified that some areas were less well developed, such as the use of playful pedagogies, innovation and experimentation, and critical thinking. The implications for teacher education in Malta are considered.

Author Biography

Omar Seguna, Ministry for Education, Malta

Omar Seguna, PhD, works as an Education Officer for Digital Literacy within the Ministry for Education, Malta. He worked as an eLearning support teacher for twelve years. He also served in the Information Management Unit for two years where he was responsible for the logistics of the hardware refresh of PCs in school labs and offices. He obtained a Master degree in Information Technology. Omar Seguna is a poet and has published three books, the last one being “Xehir fis-skiet” (2019). Some of his writings have also appeared in several anthologies.

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Published

15-09-2021

How to Cite

Seguna, O. (2021). How can the Charter for 21st century literacies support technology-mediated teaching and learning?. Malta Journal of Education, 2(1), 41–56. https://doi.org/10.62695/SDTB9169

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