Digital Literacy Skills Among Black Pre-Service Florida Teachers

Abstract

Digital literacy and the practical application of technology are essential skills for pre-service teacher (PST) candidates. PSTs’ abilities to effectively implement and foster digital literacy among their students could be influenced by the degree to which digital literacy is emphasized in their teacher education preparation programs. Such disparity factors as age and race have been noted between digital natives and digital immigrants. This study uses a two-phase qualitative design to explore how Black PST candidates perceive (a) digital literacy, (b) digital literacy instruction during their programs at Florida colleges and universities, and (c) the degree of importance of teacher education faculty placed on digital literacy. Preliminary data was collected using a qualitative questionnaire and focus groups. Findings revealed four themes: (1) computer savvy is not the same as digital literacy, (2) personal uses do not transfer to professional skills, (3) more significant need for explicit instruction, and (4) Generation Alpha is on top.