The Relationship between Digital Literacy and Achievement

The Relationship between Digital Literacy and Student Achievement in Elementary Schools

According to the University of Illinois digital literacy is “the ability to use digital technology communication tools or network to locate, evaluate and create information to understand and use this information in multiple formats. It also “includes the ability to read and interpret media, to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments" (Langi, 2014). The need for digital literacy was asserted through the 1983 federal report dubbed A Nation at Risk where it was established that many public schools were ill-equipped to produce students with high technological skills and high order thinking that are key in meeting the global demand  “highly skilled workers in new fields” (Lexia Learning, 2017). Many more reports and studies have emerged over the years to support this argument.  They all culminated in the No Child Left Behind Act in 2001. The No Child Left Behind Act sought to address the disparities within the public education system. It also looked at possible ways of preparing learners for the global workplace. One method that was deemed in addressing these issues was the integration of technology into the school curricula. The first reason was that technology had become in the contemporary lifestyles. It has become a core element in virtually all spheres of life (Brown, 2009). The other primary reason that technology use was deemed necessary was that many teachers had already started using it in public school classrooms. Most students today are familiar with technological tools such as mobile phones, electronic games, computers, internet, mp3 players et cetera (Langi, 2014). Consequently, implementing technology in classrooms has been recognized as one of the notable ways to ensure that learning becomes appealing to learners, boost academic achievement levels and close achievement gaps. At the elementary level, the use of technology has been said to have a profound impact on how learners construct new knowledge and utilize it. According to studies, "the collaborative use of technology (in pairs or small groups) is usually more effective than individual use"(Brown, 2009). For learners at the elementary level, there is a need to offer guidance on how to effectively utilize the said technology. The digital literacy is forged collaboratively and to effect ensures high achievement levels for the elementary level learners. It is, therefore, prudent to note with digital literacy components of learning such as group work can be enhanced. It goes a long way in cementing the Vygotsky theory of zone of proximal development. Vygotsky noted that learners construct new knowledge better through interaction with others who are more skilled.   "The zone of proximal development refers to the difference between what a learner can do without help and what he or she can achieve with guidance and encouragement from a skilled partner. Thus, the term "proximal" refers to those skills that the learner is close to mastering"(Pagani, Argentin, Gui, & Stanca, 2015). Academic achievement in elementary level learners can be boosted through digital literacy when technology is used regularly or frequently. This means that the achievement can be enhanced through spirited efforts to ensure that all learners have access to the digital devices and platforms necessary for e-learning (Lexia Learning, 2017). Additionally, it is these platforms that create room for innovation and critical thinking. The digital literacy and platforms open up space for learners to utilize their constructed knowledge as well as other mental faculties to arrive at new knowledge. The digital literacy within the classroom makes learning seamless for the elementary level learners. The teacher acts as a guide while the digital devices are programmed to engage learners in the most captivating yet innovative way. For instance, animations can be used to convey class learning material which makes the whole process enjoyable and memorable at the same time. The convenience afforded by the devices ensures that learning takes place in virtually any environment that the learner is comfortable in. This means that learning does not only occur in school but is fostered digitally. Digital literacy, in this case, enables learners to be proactive when it comes to learning and overall management of the construction of new information (Pagani, Argentin, Gui, & Stanca, 2015). At the elementary level there exist lower attaining students or those with learning challenges. Technology has been pinpointed to be effective in providing remedial and tutorial learning. This means that through digital literacy and digital devices they can catch up with their peers or even acquire specialized teaching which enables them to become at par with the rest of their classmates (Langi, 2014). The interactive nature of the digital learning ensures that learners can easily construct new knowledge and synthesize it. Additionally, for this group, the digital learning can be customized to meet their learning patterns. It suffices that through digital literacy, learners can enjoy the flexibility afforded by the digital platforms of learning.  Digital literacy stands out in the manner it enables learners to interpret information. With this literacy, learners can easily decipher and appreciate information as it’s relayed on different digital learning platforms. The digital literacy encompasses for many elementary learners encompasses the necessary skills “necessary to access information, solve problems and communicate properly" (Brown, 2009). With the aid of teachers, technicians, and librarians, digital content can be uploaded for the learners in their respective portals. It is on these platforms that they can easily apply their digital literacy and put it into practice. For many elementary level students, the successful application of these skills helps them to be better placed to advance to the other upper levels of education.  If correctly implemented, digital literacy can be the core element in ensuring that education becomes an equalizer or equitable platform for all learners. By guaranteeing that schools are well equipped with the right digital content and devices as well as facilitators, the authorities may see to it that many elementary level students drawn from disadvantaged backgrounds access education. The digital literacy may be the answer to the disparity levels that continue to characterize the education sector (Brown, 2009). With free or subsidized digital devices such as child tablets, learners can easily access much content online or through the learning portals. It is this access that in turn fuels learning and ultimate student achievement. In the long run, going digital proves to be cost-effective in comparison to having physical learning material such as books, magazines, periodicals et cetera.  Despite the highly appreciated role of digital literacy, it is fundamental to understand that technology is continually evolving. The digital realm demands that the education sector reforms to accommodate new models that will ensure learners are up to par with others on a global level (Lexia Learning, 2017). With the new trends, the instructors must refresh their digital knowledge to prepare them in guiding learners to higher levels of student achievement. This calls for investment and an expanded outlook on education which involves not only the educators but also technology heads.  In conclusion, digital literacy among the elementary level students is highly correlated with their academic achievement. The basic digital skills horned at this level create the foundation for learning at higher levels. The digital literacy further makes learning more exciting and interactive for the learners. Additionally, it enables the addressing of disparities among learners hence enhancing achievement rates. The digital literacy makes learning convenient and flexible for both the learner and the teacher hence creating the needed synergy necessary to attain academic success.

References

Brown, B. C. (2009). An examination of the relationship between digital literacy and student achievement in Texas elementary schools. The University of Oklahoma, 12(1), 1-97. Langi, A. (2014). Computing Literacy as a Foundation for Digital Learning. Proceedings of the 2014 International Conference on Advances in Education Technology. doi:10.2991/icaet-14.2014.1 Lexia Learning. (2017, December 12). The importance of increasing access to digital learning tools. Retrieved from https://www.lexialearning.com/blog/importance-increasing-access-digital-learning-tools Pagani, L., Argentin, G., Gui, M., & Stanca, L. (2015). The Impact of Digital Skills on Educational Outcomes: Evidence from Performance Tests. SSRN Electronic Journal. doi:10.2139/ssrn.2635471