An Investigation of Digital Thinking Skills in EFL Digital Instruction
The purpose of the current study is to introduce a digital thinking skills (DTS) theoretical model (DTSM) that could support and enhance digital instruction best practices in schools.
We have taken a mixed-methods approach. Our respondents represent diverse cultural, linguistic, pedagogical, and social heritages.
The study provides a theoretical model developed by Eshet-Alkalai and Aviram that could impact subsequent digital teaching in schools. The highly accessible model may help teachers understand the cognitive learning outcomes that derive from frequently used digital tools.
We found that teachers do not have a pedagogical concept of digital thinking skills, though many believe such skills might have a positive effect on their learners’ achievements. School culture plays a key role in effective DI delivery. Teachers want better in-service IT instruction.
When distance learning has become the order of the day, we recommend practitioners connect pedagogical methodology and disciplinary content with new technology to boost learning outcomes. Recent world events have shown that in many cases practitioners have not been exposed to multiple digital options, especially those that not only present and review learning content but also boost the creation and dissemination of new knowledge.
We recommend researchers review different types of available resources and their effective implementation in the school curricula in order to foster creativity and more profound thinking among teachers and learners.
Better informed and greatly improved DI in schools is clearly crucial for twenty-first-century systems. As we go to press, in the middle of the coronavirus world-wide lockdown, these words resonate more than ever before. Our research both highlights this obvious need and provides a heuristic bridge between basic research and classrooms.
Future studies should focus on a pedagogical digital model that can enhance DI best practices in schools.