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Pre-Service Teachers’ Critical Digital Literacy Skills and Attitudes to Address Social Problems

Author

Listed:
  • Jordi Castellví

    (Department of Language, Literature and Social Sciences Education, Faculty of Education, Autonomous University of Barcelona, Bellaterra, 08193 Cerdanyola del Vallès, Spain)

  • María-Consuelo Díez-Bedmar

    (Department of Science Education, Faculty of Humanities and Educational Sciences, University of Jaen, 23071 Jaén, Spain)

  • Antoni Santisteban

    (Department of Language, Literature and Social Sciences Education, Faculty of Education, Autonomous University of Barcelona, Bellaterra, 08193 Cerdanyola del Vallès, Spain)

Abstract

The emergence and expansion of social networks in the digital age has led to social transformations that have a great impact within the field of education. Teacher-training programs face the challenge of preparing future teachers to critically interpret digital media. They must succeed in this if we are to develop citizens who are well informed and reflective, which then raises the question: Are future teachers critical thinkers? This study took third- and fourth-year students of primary education (n = 322) at five Spanish universities and explored their capacity for constructing critical discourses. It examined how well they can analyze and discuss information from digital media on social problems like poverty, economic crises, social justice, and the media. Its findings reveal that future teachers have difficulty in putting together critical discourses based on information from the Internet on social problems. Those who have doubts, compare, analyze, and reason are the minority.

Suggested Citation

  • Jordi Castellví & María-Consuelo Díez-Bedmar & Antoni Santisteban, 2020. "Pre-Service Teachers’ Critical Digital Literacy Skills and Attitudes to Address Social Problems," Social Sciences, MDPI, vol. 9(8), pages 1-11, July.
    • Handle: RePEc:gam:jscscx:v:9:y:2020:i:8:p:134-:d:391470
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    Cited by:

    1. Višeslav Kirinić & Darijo Čerepinko & Iva Rosanda Žigo, 2023. "Factor Analysis of Croatian Secondary School Teachers’ Readiness for Digital Transformation," Social Sciences, MDPI, vol. 12(12), pages 1-11, November.
    2. Jessica Rizk & Scott Davies, 2021. "Can Digital Technology Bridge the Classroom Engagement Gap? Findings from a Qualitative Study of K-8 Classrooms in 10 Ontario School Boards," Social Sciences, MDPI, vol. 10(1), pages 1-17, January.

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