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Digital literacy refers to an individual's ability to find, evaluate, and communicate information through typing and other media on various digital platforms. It is evaluated by an individual's grammar, composition, typing skills and ability to produce text, images, audio and designs using technology. The American Library Association (ALA) defines digital literacy as "the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills." While digital literacy initially focused on digital skills and stand-alone computers, the advent of the internet and use of social media, has resulted in the shift in some of its focus to mobile devices. Similar to other expanding definitions of literacy that recognise cultural and historical ways of making meaning, digital literacy does not replace traditional forms of literacy, but instead builds upon and expands the skills that form the foundation of traditional forms of literacy. Digital literacy should be considered to be a part of the path to knowledge.
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TVET refers to all forms and levels of education and training which provide knowledge and skills related to occupations in various sectors of economic and social life through formal, non-formal and informal learning methods in both school-based and work-based learning contexts. To achieve its aims and purposes, TVET focuses on the learning and mastery of specialized techniques and the scientific principles underlying those techniques, as well as general knowledge, skills and values. TVET is thus recognized as a crucial vehicle for social equity, inclusion and sustainable development.
Educational technology in sub-Saharan Africa refers to the promotion, development and use of information and communication technologies (ICT), m-learning, media, and other technological tools to improve aspects of education in sub-Saharan Africa. Since the 1960s, various information and communication technologies have aroused strong interest in sub-Saharan Africa as a way of increasing access to education, and enhancing its quality and fairness.
References
- ↑ Paraskakis, Iraklis; Hatziapostolou, Thanos (2014). The Elevate Framework for Assessment and Certification Design for Vocational Training in European ICT SMEs (PDF). 6th International Conference on Computer Supported Education (CSEDU 2014).
- ↑ "EITC programme". European Information Technologies Certification Institute (EITCI). 28 November 2014.
- ↑ "ICT training/education and certification". Digital Agenda for Europe, ICT 2013. European Commission.
- ↑ Goetzen, P.; Chmielecki, M.; Hernes, M. (2012). "Egovernment in Poland - Research on Polish Policies and Practices". Journal of Applied Computer Science Methods. 4 (2): 5–20.
