Curriculum development for mobile digital literacy skills acquisition using a Design Science Approach

Mobile digital literacy skills development as part of digital inclusion is compellingly relevant but exactly what the curriculum should contain is less evident. In this paper, we report on the development of a mobile digital literacy skills development curriculum for teachers using a Design Science Research (DSR) methodology. The use of design science research for curriculum development is not common but appropriate where the relevance cycle ensured engagement with the needs of the community while the rigor cycle guided the evaluations by other stakeholders. The main contribution of this paper is the mobile digital literacy skills development curriculum as artifact. Furthermore, the paper provides insights gained on using the DSR methodology for community informatics researchCollege of Engineering, Science and Technolog

Implementing State-Level Technological Literacy Policy in Rural Pennsylvania

This educational policy implementation study examines the implementation of Pennsylvania’s Classrooms for the Future (CFF) policy in a set of eight rural school districts. CFF implementation is investigated by combining considerations of local-level context with the perceptions and behaviors of teachers and administrators. The results suggest that the educational transformation promoted by CFF may not be occurring in the participating districts. Teachers and administrators differ in their perceptions of the implementation behaviors related to CFF and the use of ICT in the classroom, raising concerns about implementer discretion. Inadequate training, technical difficulties and prioritization are challenges to successful implementation