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hunter j thesis ii final paper april 7

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Developing Digital Literacy Skills: Mobile Device Use in Pre-Service Teacher Education AEDT 4201U Thesis II Assignment: Final Paper Submitted To: Dr. E. Childs and Dr. R. van Oostveen Submitted By: Joanne Hunter Developing Digital Literacy Skills AEDT 4201U Thesis II 1 Abstract This paper explores mobile device use in pre-service teacher education, where mobile devices are used in an educational context. Technology use in pre-service t
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    Developing Digital Literacy Skills: Mobile Device Use in Pre-Service Teacher Education AEDT 4201U Thesis II Assignment: Final Paper Submitted To: Dr. E. Childs and Dr. R. van Oostveen Submitted By: Joanne Hunter  Developing Digital Literacy Skills   AEDT 4201U Thesis II  1 Abstract This paper explores mobile device use in pre-service teacher education, where mobile devices are used in an educational context. Technology use in pre-service teacher university education has evolved as part of curriculum design to meet the changing needs of educational activities. Published research studies are reviewed in order to provide a taxonomy toward addressing skill categories of pre- service teachers’ digital literacy skills. The revi ew of this research assesses digital literacy skill development and the potential connections between frequency of use and confidence of use of mobile devices. Introduction It can be recognized in today’s technology enhanced world that d igital literacy skills are necessary to function at school and at work (Jones &Flannigan, 2006). Although the definition of digital literacy can be expressed in various ways, the focus on pre-service teacher education in this project can be described as the ability to access, manage, integrate, evaluate and create information from digital sources (Jones & Flannigan, 2006). The current literature indicates a need for pre-service teachers to improve their digital literacy skills which include accessing, managing, integrating, evaluating and creating information from digital sources (see for example Martinovic & Zhang, 2012 ; McPherson, Wang, Hsu, & Tsuei, 2007; Branch, 2004; and Leneway, 2013). These studies suggest that pre-service teachers benefit from actually using a device or software program, as opposed to learning  Developing Digital Literacy Skills   AEDT 4201U Thesis II  2 indirectly and generally about technology. This paper will specifically explore if the use of mobile devices have any affect on the development of pre- service teachers’ digital literacy skills.  Teacher education programs in Ontario have not demanded technology education as part of the curriculum despite the rapid progression of twenty-first century technologies and the associated social changes that have taken place (Hunt, 1997). In June 2013, the Ontario Ministry of Education officially announced several changes to teacher education curriculum in Ontario  programs to begin in 2015, which will include preparation and practice for technology use in the classroom (Brown, 2013). As such, an opportunity exists to explore technology education as a developing subject area in a pre-service teacher university program. This paper will describe a review of current literature on mobile device use in pre-service teacher programs and will then provide a framework and methodology for exploring data and  present interpretive findings. Literature Review Technology in Pre-service Teacher Education Recent studies have reported that technology education in pre-service teacher programs does not go beyond the operational aspect of technology use. Studies conducted by Tondeur, Braak, Sang, Voogt, Fisser, & Ottenbreit-Leftwich (2011) and Teo, Lee & Chai (2008) provide data to validate the under-utilization of technology by pre-service teachers, and suggest that limited technology education in pre-service programs leaves teacher candidates ill-prepared to integrate technology into a 21st century classroom.  Developing Digital Literacy Skills   AEDT 4201U Thesis II  3 With the Ontario Ministry of Education set to unveil the 2015 teacher education curriculum, and the rapid progression of information technologies in the global society, students and teachers alike require digital literacy skills for the knowledge age.   Gunter (2001) states that teachers must be able to access technology resources and plan learner-centred activities using the available technologies with which the teacher becomes a facilitator of learning. Teachers need to understand how to reorganize their instruction and their curriculum by integrating technology. Investigating the potential use of mobile devices in the context of pre-service education may  provide additional data to previous studies that have evidenced personalization affordances with regards to collecting educational resources (Elbert, Code, & Irvine, 2013; Leneway, 2013). Betrus (2012) agrees that technology education in pre-service programs is not being used on par with society’s standa rds (and suggests it likely never will). Betrus offers this idea based on evidence that suggests pre-service programs still equip teacher candidates with the appropriate knowledge and skills that allow them to assess and investigate technologies for teaching and learning, but does not include the acquisition of critical digital literacy skills. Betrus (2012) presents consistent historical data that supports trends in technology education in pre-service teacher programs, while Tondeur et al. (2011) and Teo et al. (2008) focus their data on the future of technology education in pre-service teacher programs. With the combination of historical evidence and predictions of future ways of learning, these studies  present solid reasons for pre-service teachers to not only understand how to use technology and continue to adapt as technology changes, but also how technology can be used in teaching and learning contexts to satisfy digital literacy skill development. Pre-Service Teacher Perceptions of Technology Use
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