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Curriculum & Leadership Journal
An electronic journal for leaders in education
ISSN: 1448-0743
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Why digital literacy is important for science teaching and learning

Wan Ng
Wan Ng is Associate Professor in Technology-Enabled Learning and Teaching (TELT) and Science Education at the University of New South Wales.

Digital literacy refers to the ability of individuals to use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesise digital resources. It also refers to the ability to use these tools and facilities effectively to construct new knowledge, create media expressions, and communicate with others. Digitally literate teachers and students are able to carry out basic computer-based operations and access resources for everyday use. They are also able to evaluate and select appropriate software programs with which to learn. Within each software program, the digitally literate individual will be able to select the most appropriate feature/functions to solve problems or to demonstrate understanding of knowledge acquired. Digital literacy facilitates science students' collection and presentation of data and, more generally, helps students to learn more effectively with the range of ICT-enabled affordances, freeing up cognitive resources for attention to science content.

Key Learning Areas


Subject Headings

Information and Communications Technology (ICT)
Technological literacy
Science teaching