הוראת אוריינות דיגיטלית במערכת החינוך: הפער בין ראיון לתצפית ובין תפיסות לביצוע

The challenge facing the education system is preparing students to function in
technologically-rich environment and to develop literacy skills. This study examines how
teachers perceive their role in developing digital literacy of their students and what practices
and strategies they use for this purpose. The data were collected from interviews and nonparticipant observations with eight elementary school teachers, who integrate ICT in either
one-on-one computing or one-to-many technology model. The analysis was based on two
conceptual models: Digital Literacy model (Eshet-Alkalai, 2004; 2012) and the Five Core
Competencies model (5C; Hwang, Lai, & Wang, 2015). The findings show teaching bestpractices to promote digital literacy, such as student involvement in the learning process,
collaboration, interpersonal interactions, and assessment for learning (AFL). Among the
range of digital literacies, we could not find complex problems solving and real-time thinking
skills. Interestingly, the findings express a different degree of centrality in the teachinglearning-assessment processes: (1) teacher as a sage on the stage; (2) teacher as a facilitator;
(3) teacher as a guide on the side; (4) teacher as a learning partner. Teachers of all these types
perceived themselves as innovative and searched for teaching methods appropriate for
developing digital literacies of students. Additional difference between the participants was
the implicit versus explicit teaching of digital literacies. Moreover, it was found a gap
between teachers' perceptions of their role in developing digital hand, and the practices and strategies they use in classroom on the other hand. Implications
for educational theory, practice and professional development are discussed.