Week 6 - Reflective Essay

    In this week’s class, Dr. Lina delved into the pedagogical technique of "Digital Storytelling" as an effective teaching strategy. Beginning with feedback from the previous week's learning community forum, she encouraged us to share any suggestions for refining the module, aiming to enhance the teaching effectiveness. She clarified the requirements for an upcoming assignment, highlighting the group teaching demo scheduled for November 27th and 29th, where each person will present for at least three minutes, focusing on topics aligned with our year two learning level and integrating higher learning objectives.

    Moving on to the significance of storytelling, Dr. Lina emphasised its transformative impact, underscoring its potential to inspire commitment and even aid in job interviews. She stressed that storytelling extends beyond mere communication, establishing powerful human connections through a connected series of events expressed through various mediums.

    Highlighting the challenges of storytelling, Dr. Lina outlined the four essential elements: the challenge plot, the creativity plot, the connection plot, and the conversion plot. These elements revolve around a transformation or conversion undergone by the protagonist, whether in mindset, beliefs, or personal transformation.

    Transitioning to digital storytelling, Dr. Lina explained its practice involving computer-based tools to narrate stories or present ideas. She discussed the trajectory, tools, and media utilised in digital storytelling, emphasising the benefits in improving subject area understanding, technical skills, research proficiency, and overall academic performance.

    To illustrate effective storytelling techniques, Dr. Lina showcased tools such as Storybird, Storyboard That, and Anchor, whilst also offering tips on creating compelling narratives. She engaged us in "Showing but Not Telling" activities, encouraging us to convey main ideas without direct exposition. Discussing the five principles of storytelling, she emphasised evidence-based claims, specific sensory details, and avoiding excessive reliance on body language.

    During the tutorial, Dr. Lina prompted us to read a story and shared corresponding images to stimulate our imaginations for a collaborative story-building exercise. This interactive session aimed to enhance our understanding of narrative construction and engagement.

    The topic of digital storytelling piqued my interest when it was introduced in the lecture. However, mixed emotions arose when I learned about the extended group teaching demo, feeling both at ease and stressed simultaneously due to the requirement of teaching year two learning levels while incorporating higher learning objectives. Despite this, I felt genuinely inspired when the significance of storytelling was highlighted.

    Additionally, I found myself intrigued when the lecturer delved into the various tools and media employed in storytelling. The engagement peaked during the tutorial sessions, where our creativity and imagination were given free rein to explore diverse endings for the story. This activity allowed for an immersive and hands-on approach, which kept me thoroughly engaged throughout the session.

    The lecture on digital storytelling this week evoked nostalgic memories from various chapters of my academic journey. It transported me back to my primary school days, where annual storytelling competitions were a cherished tradition. These were moments where I would immerse myself in crafting stories and bringing characters to life, a practice that I recall fondly.

    Moreover, the significance attributed to storytelling resonated with my experiences as an international preschool class assistant during job interviews. It highlighted the importance of effective communication and the art of storytelling in conveying ideas to young learners, mirroring the requirements of my past role.

    The elements of storytelling discussed in class triggered recollections of Dr. Too's literature classes, where we were tasked with analysing and presenting the plot of literary works, such as "My Mother Pattu". This assignment challenged us to delve deeper into narratives, exploring their nuances and intricacies.

    The "Showing but Not Telling" activities in the lecture took me back to my high school days, reminiscent of the playful games like charades that we engaged in during our leisure time. These activities fostered creativity and honed our ability to communicate without using direct explanations.

    Furthermore, the storytelling session's ambiance reminded me of the stress-relief games played in high school, orchestrated by our teachers. These activities were designed to break the monotony and provide moments of relaxation amidst our academic rigours.

    Dr. Lina referred to the cognitive load theory as a means of connecting new knowledge with learners' prior understanding frameworks. Students benefit from considering their existing knowledge, identifying new information, and internalising it by integrating it with what they already know (Ji & Lee, 2021). Additionally, she explored practical applications of theories, analysing dialogic patterns in metacognitive facilitation between teachers and students (Guo, 2022).

    The design of digital instructional videos enables technology-enhanced learning using various digital devices, promoting collaborative or self-directed learning environments (Kirkwood & Price, 2014; Marušić & Sliško, 2012). It also facilitates diverse communication modes among students and educators through interactive and multimedia content (Bayne, 2015; Conole, 2013). Language teaching integrates technology to enhance cross-cultural awareness, writing skills, exposure to authentic texts, and proficiency in speaking and listening (Chun et al., 2016; Yang & Chen, 2007).

    Characterising characters aids in solidifying schemas since learning new information occurs within the context of existing memories. Integration of novel information with prior knowledge accelerates learning (Lewis & Durrant, 2011; van Kesteren et al., 2012). The schema model of memory consolidation indicates that consolidating hippocampal-mediated memory traces occurs faster if the newly encoded memory aligns with pre-existing cognitive schemata (Lewis & Durrant, 2011).

    The brain's schematic automation predicts future events, and skill acquisition emphasises "learning by doing" through active engagement (Anderson, 1987; Van Merriënboer & Paas, 1990). Metacognitive schema construction significantly influences judgments, especially when anticipating subsequent schema-related tasks, demonstrating the broader role of story schemata in metacognitive processing (Pratt et al., 1982).

    In the coming years of my educational journey, I aim to integrate digital storytelling into my teaching methods. By utilising digital storytelling, I aim to build an engaging and versatile platform that not only imparts knowledge but also nurtures creativity and critical thinking in students. This method facilitates an interactive space, allowing students to explore narratives, engage with multimedia content, and develop their own stories, fostering imagination and communication skills.

    Moreover, this strategy aligns with the digital age, enabling students to leverage technology effectively for learning, bridging the gap between abstract concepts and real-world applications. Additionally, it promotes collaborative learning, encouraging teamwork and communication among peers. Ultimately, integrating digital storytelling aims to create an enriched learning space that caters to various learning styles, empowering students to actively participate and enhancing their overall learning journey.

References 

Anderson, J. R. (1987). Skills acquisition: Compilation of weak-method problem solutions. 

    Psychological Review, 94(2), 192-210. http://act-r.psy.cmu.edu/wordpress/wp-

    content/uploads/2012/12/77SkillAcq.PR.87.pdf

Bayne, S. (2015). What's the matter with ‘technology-enhanced learning’?. Learning, Media 

    and Technology, 40(1), 5-20. https://doi-org.unm-

    ezproxy.idm.oclc.org/10.1080/17439884.2014.915851

Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching, and 

    language learning. The Modern Language Journal, 100(1), 64-80. https://doi-org.unm-

    ezproxy.idm.oclc.org/10.1111/modl.12302

Conole, G. (2013). Designing for learning in an open world. Springer Science & Business 

    Media. https://books.google.com.my/books?

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Guo, L. (2022). Teacher’ mediation in students’ development of cognition and metacognition. 

    Asia-Pacific Journal of Teacher Education, 50(5), 458-473. 

    https://doi.org/10.1080/1359866X.2020.1846158 

Ji, Y. G., & Lee, D.H. (2021). Application of Bloom’s taxonomy to formative assessment in real-

    time online classes in Korea. Korean Journal of Medical Education, 33(3), 191-201. 

    https://doi.org/10.3946/kjme.2021.199

Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher 

    education: What is ‘enhanced’ and how do we know? A critical literature review. Learning, 

    Media and Technology, 39(1), 6-36.  https://doi-org.unm-

    ezproxy.idm.oclc.org/10.1080/17439884.2013.770404

Lewis, P. A., & Durrant, S. J. (2011). Overlapping memory replay during sleep builds cognitive 

    schemata. Trends in Cognitive Sciences, 15(8), 343-351. 

    https://doi.org/10.1016/j.tics.2011.06.004

Marušić, M., & Sliško, J. (2012). Influence of three different methods of teaching physics on 

    the gain in students' development of reasoning. International Journal of Science Education, 

    34(2), 301-326. https://doi-org.unm-ezproxy.idm.oclc.org/10.1080/09500693.2011.582522

Pillay, R., Bozalek, V., & Wood, D. (2015). The use of technology-enhanced learning (TEL) to 

    facilitate authentic learning: Experiences of South African social work educators. Social 

    Work, 50(4), 515-532. http://www.scielo.org.za/pdf/sw/v51n4/04.pdf

Pratt, M. W., Luszcz, M. A., MacKenzie-Keating, S., & Manning, A. (1982). Thinking about 

    stories: The story schema in metacognition. Journal of Verbal Learning and Verbal 

    Behaviour, 21(4), 493-505. https://doi.org/10.1016/S0022-5371(82)90745-9

van Kesteren, M. T. R., Ruiter, D. J., Fernández, G., & Henson, R. N. (2012). How schema 

    and novelty augment memory formation. Trends in Neurosciences, 35(4), 211-219. 

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Van Merriënboer, J. J. G., & Paas, Fred G. W. C. (1990). Automation and schema acquisition 

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Yang, S. C., & Chen, Y.-J. (2007). Technology-enhanced language learning: A case study. 

    Computers in Human Behaviour, 23(1), 860-879. https://doi.org/10.1016/j.chb.2006.02.015

Week 5 - Reflective Essay

    This week's lecture focused on the Sheltered Instruction Observation Protocol (SIOP). Before commencing the class, Dr. Lina informed us about the assignment change, shifting from an in-class presentation to a multimedia presentation. She revisited the previous topics covered in the past weeks, such as the four levels of people in the world. Additionally, she delved into inquiry-based learning, including the jigsaw activity and the top six teaching strategies.

    Dr. Lina also introduced Kolb's learning cycle, also known as the experiential learning cycle, and revisited the Digital Computer Education framework from the previous week. She emphasised teaching and learning, empowering learners, and facilitating learners' digital competencies. Furthermore, she briefly touched upon Krashen's second language acquisition, which was covered in the second week of lectures.

    In the lecture, she presented a list of teaching strategies suitable for micro-teaching and future teaching endeavours. Dr. Lina also discussed Socrates' teaching method, characterised by his use of questioning to stimulate his students' metacognitive skills. Additionally, she reviewed the 5R framework, emphasising its application in our reflective essays.

    Dr. Lina connected her research on teachers' mediation in students' cognitive and metacognitive development to the eight components of the SIOP model. She provided an introduction to the SIOP model, emphasising the importance of lesson plans for educators and the concept of sheltered instruction, which helps learners comprehend content. She discussed the learning objectives of the SIOP model and encouraged group discussions.

    The lecture continued with an in-depth exploration of the 30 features across the eight components of the SIOP model. We engaged in a memorization exercise, working in pairs to remember these components and features. A student, Si Tao, was chosen to present the SIOP model to the entire class.

    During the tutorial session, Prof. Lee, a guest speaker who initially introduced the SIOP model to the School of Education, shared his insights and experiences related to the model. Dr. Lina employed gamification as a teaching strategy, using a random name picker to involve the class in answering questions. Patrick was selected by the random name picker and effectively answered questions regarding the eight components of the SIOP model.

    We also participated in a semi-jigsaw group activity, where we selected questions prepared by Dr. Lina and presented them to the class. Within our groups, we assigned roles such as recorder, timekeeper, presenter, and discussants. This allowed us to evaluate a senior's lesson plan using the ABCD model for writing objectives.

    Prof. Lee's contribution provided us with valuable insights and a deeper understanding of the SIOP model, enhancing our learning experience!

    Sitting in a circle brought me great joy, a departure from our usual classroom setup with tables and chairs. The change in environment was refreshing!

    My elation turned to surprise when she announced the unexpected alteration in the format of the solo presentation. It piqued my curiosity and added an element of unpredictability to the class.

    I was pleased with her decision to revisit the topics from the past few weeks, ensuring that these fundamental concepts were deeply ingrained in our understanding. It highlighted her commitment to our learning.

    One of the most surprising revelations was discovering the pivotal role played by the SIOP model in aiding learners' comprehension of content. It opened my eyes to a valuable teaching approach.

    Si Tao's remarkable ability to memorise and explain the eight components and 30 features of the SIOP model in simple terms left me amazed. Her clarity made complex ideas accessible to all.

    The semi-jigsaw activity, which allowed us to identify content and language objectives within a senior's lesson plan, was particularly enjoyable. It encouraged engagement and collaborative learning.

    Gaining more insights into the SIOP model through Prof. Lee's informative sharing was a source of satisfaction. His expertise added depth to our understanding of the subject.

    The shift in seating arrangements evokes memories of my high school days, where we had the freedom to arrange our classroom seating as we saw fit. Our teacher believed this fostered an environment conducive to effective work and learning.

    The alteration in the presentation format harks back to my foundation year when I had to present for courses like "Oral Communications for Academic Purposes" and "Principles of Education." In those instances, we were required to record ourselves rather than deliver in-person presentations.

    The SIOP model has proven immensely helpful, serving as a valuable tool for properly structuring the lessons in our Education Showcase from the previous year. It streamlined the process and enhanced our presentation's quality.

    The shift towards multimedia presentations was motivated by Dr. Lina's intention to acquaint us with technology. Syafii et al. (2019) have demonstrated that utilising multimedia presentation strategies can notably improve students' ability to correctly pronounce English words. These strategies are also known to kindle heightened student interest and active participation in the teaching and learning process.

    Dr. Lina's encouragement for us to revisit prior knowledge is grounded in the idea that learning is essentially about forging connections between new knowledge and a learner's pre-existing mental framework, as emphasised by Ji & Lee (2021). This learning process compels students to reflect on what they already know, apprehend new knowledge, and subsequently integrate it with their existing understanding.

    Inquiry-based learning, an approach lauded by Hmelo-Silver et al. (2007), involves educators guiding and providing necessary support as students immerse themselves in investigative activities, which are primarily centred around formulating questions, accumulating and evaluating data, and constructing well-founded arguments based on empirical evidence.

    Kolb's learning cycle, as expounded by Vince (2022), portrays learning as an ongoing, cyclical process rather than a linear journey. This perspective underscores that learning is not bound by a set path and dispels the prevailing notion that "good" leadership practice is governed by a fixed set of abilities.

    Saville-Troike (2005) explores second language acquisition, a field dedicated to the study of individuals acquiring a second language following their initial language acquisition during early childhood. Furthermore, Krashen's theory of comprehensible input underscores the importance of subconscious learning through exposure to comprehensible input, taking place within a low-anxiety learning environment.

    Wang's (2012) research underscores that students who primarily rely on teachers for guidance can transform into self-directed learners through the application of pedagogical strategies such as time-limited English talk shows, fostering student collaboration, and encouraging teacher-led questioning.

    The SIOP Model, which encompasses eight core components and thirty associated facets, has been demonstrated to enhance student achievement when all elements are employed in unison, as indicated by Echevarria et al. (2011), Echevarria et al. (2010), and McIntyre et al. (2010).

    Sheltered teaching, inspired by Krashen's (1985) theory of comprehensible input, as elucidated by Schleppegrell and O'Hallaron (2011), aims to prepare content area educators to simultaneously facilitate language and content acquisition for multilingual learners. The core principle behind this approach is the modification of language instruction to enhance comprehensibility, thereby allowing multilingual learners to engage with content at grade-appropriate levels without necessitating full mastery of the English language.

    Urh et al. (2015) assert that the incorporation of gamification techniques significantly bolsters student participation in higher education. These techniques infuse a sense of fun and interactivity into the learning process, aligning with Hanus & Fox's (2015) findings, which highlight the heightened motivation experienced by students.

    Conducting group discussions, according to Mansfield and Volet (2014), not only encourages the exchange of diverse perspectives but also nurtures an environment conducive to providing constructive feedback and collectively tackling challenges. This aligns seamlessly with collaborative problem-solving, promoting a dynamic learning atmosphere.

    In my future educational pursuits, I aim to incorporate the SIOP model as an essential tool to assess and monitor my students' comprehension. This model, in my opinion, serves as an invaluable means to gauge how well students are grasping the subject matter and ensures that language barriers are minimised, enabling a more inclusive and effective teaching approach.

    I firmly believe that the successful application of sound teaching strategies plays a pivotal role in not only capturing students' interest but also in improving their overall learning achievements. As an educator, my goal is to create a learning environment that fosters active participation and engagement among students, thus leading to enhanced educational outcomes. This belief underlines the idea that pedagogy and instructional methods significantly impact the quality of education provided and the success of learners.

References 

Echevarria, J., Richards-Tutor, C., Chinn, V. P., & Ratleff, P. A. (2011). Did they get it? The role

    of fidelity in teaching English learners. Journal of Adolescent & Adult Literacy, 54(6), 425-

    434. https://doi-org.unm-ezproxy.idm.oclc.org/10.1598/JAAL.54.6.4 

Echevarria, J., Short, D., & Powers, K. (2010). School reform and standards-based education:

    A model for English-language learners. The Journal of Educational Research, 99(4), 195-

    211. https://doi-org.unm-ezproxy.idm.oclc.org/10.3200/JOER.99.4.195-211

Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A

    longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and

    academic performance. Computers & Education, 80(1), 152-161.

    https://doi.org/10.1016/j.compedu.2014.08.019

Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in

    problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006).

    Educational Psychologist, 42(2), 99-107. https://doi-org.unm-

    ezproxy.idm.oclc.org/10.1080/00461520701263368

Ji, Y. G., & Lee, D.H. (2021). Application of Bloom’s taxonomy to formative assessment in real-

    time online classes in Korea. Korean Journal of Medical Education, 33(3), 191-201.

    https://doi.org/10.3946/kjme.2021.199

Krashen, S. (1985). The input hypothesis: Issues and implications. Longman.

Mansfield, C. F., & Volet, S. E. (2014). Impact of structured group activities on pre-service

    teachers’ beliefs about classroom motivation: an exploratory study. Journal of Education for

    Teaching, 40(2), 155-172. https://doi-org.unm-

    ezproxy.idm.oclc.org/10.1080/02607476.2013.869967 

McIntyre, E., Kyle, D., Chen, C.-T., Muñoz, M., & Beldon, S. (2010). Teacher learning and ELL

    reading achievement in sheltered instruction classrooms: Linking professional development

    to student development. Literacy Research and Instruction, 49(4), 334-351. https://doi-

    org.unm-ezproxy.idm.oclc.org/10.1080/19388070903229412

Saville-Troike, M. (2005). Intro second language acquisition (1st ed.). Cambridge University

    Press Textbooks. https://ebookcentral.proquest.com/lib/nottingham/reader.action?

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Schleppegrell, M. J., & O'Hallaron, Catherine L. (2011). Teaching academic language in L2

    secondary settings. Annual Review of Applied Linguistics, 31(1), 3-18.

    https://doi.org/10.1017/S0267190511000067

Syafii, M. L., Sugianto, A., & Cendriono, N. (2019). Improving students speaking skills by using

    multimedia presentation strategy. English Review, 7(2), 125-132.

    https://doi.org/10.25134/erjee.v7i2.1690

Urh, M., Vukovic, G., Jereb, E., & Pintar, R. (2015). The model for introduction of gamification

    into e-learning in higher education. Procedia - Social and Behavioral Sciences, 197(1), 388-

    397. https://doi.org/10.1016/j.sbspro.2015.07.154

Wang, Q. (2012). Classroom teaching strategies of improving the English majors' self-

    instruction in newly-promoted University in China. Theory and Practice in Language

    Studies, 2(3), 475. https://doi.org/10.4304/tpls.2.3.475-482

Vince, R. (2011). Reflections on  "Behind and beyond Kolb’s learning cycle". Journal of

    Management Education, 46(6), 983-989. https://doi.org/10.1177/10525629221114040

Week 4 - Reflective Essay

    During this week's lecture, Dr. Lina introduced us to the "European Framework for Digital Competence of Educators (DigCompEdu)." As educators proficient in digital skills, our focus should be on enhancing our professional competence, pedagogic skills, and our ability to empower learners. We delved into the six key components of DigCompEdu: professional engagement, digital resource utilisation, teaching and learning methods, assessment techniques, empowering learners, and facilitating learners' digital competence. 

    We had the opportunity to share our perspectives on what it means to be a digitally competent and empowering learner. Later, we conducted a collective vote to determine how we, as future educators, can empower our students in the realm of digital learning, and surprisingly, all options were deemed correct. Dr. Lina emphasised the importance of treating all our students with equality, equity, and inclusion. In our tutorial session, we had the chance to experiment with DaVinci Resolve and try our hands at video composition.

    In the lecture, I was amazed when I discovered that DigCompEdu outlines 22 competencies organised within six domains. It is important to note that these competencies do not solely revolve around technical skills. Instead, the framework focuses on elucidating how digital technologies can be harnessed to improve and innovate education and training.

    Furthermore, I was intrigued by some of my classmates' responses, as their definitions of being a "digitally competent empowered learner" bore similarities in certain aspects. I was amazed to realise that addressing personal needs is also a means of empowering our learners in the context of digital learning.

    Another surprising aspect was when Dr. Lina granted us an hour to create our own video with the assistance of our technology leader.

    The DigCompEdu brings back memories of my high school days when we had the privilege of having our phones and iPads during class. We could use them to conduct online research and then present our findings to the class. 

    The responses from my classmates also remind me of Dr. Too's teaching methods, where he encourages us to use resources like Google, Chrome, and ChatGPT to find information. However, he emphasises the importance of connecting this online information to the literature. 

    During the tutorial session, I tried downloading the recommended application, but it consumed too much space on my laptop. As a result, I searched for an alternative application that better suited my video editing style! 

    During our tutorial session, we had the privilege of employing the project-based approach in teaching literacy and social studies, which research has demonstrated to be highly effective. Extensive studies on project-based learning have consistently shown encouraging outcomes in terms of students' learning and engagement, spanning a wide array of subjects and student demographics (MacArthur et al., 2002; Rivet & Krajcik, 2004; Hertzog, 2007; Parker et al., 2013).

    This collaborative tutorial setting allowed us to work together, aligning with Vygotsky's (1978) notion that students tend to reach higher academic levels when they engage in collaborative endeavours, compared to working in isolation. Collaboration provided us with opportunities to engage in discussions, take control of our learning, and consequently nurture our critical thinking abilities.

    Bruner (1985) stated that cooperative learning strategies could boost our problem-solving capabilities, as they necessitate the internalisation of external knowledge and critical thinking skills, alongside the interpretation of this internalised knowledge for our peers.

    In this context, we had the chance to practise self-regulated learning by creating our own videos, which entails students actively participating in the learning process through metacognition, motivation, and behavioural management (Zimmerman & Martinez-Pons, 1986). Within social cognitive models, self-regulated learning underscores the importance of students proactively engaging in the learning process and managing their own motivations (Zimmerman, 2013).

    When we encountered uncertainty, our technology leader was readily available for guidance, exemplifying how scaffolding is intricately linked with Vygotsky's socio-cultural theory, particularly the zone of proximal development (ZPD). The ZPD is shaped through collaborative interactions facilitated by verbal communication. It's in these interactions that a student's existing comprehension is advanced toward their potential understanding. Scaffolding can be visualised as the support a teacher provides to guide students towards their potential understanding (Wood et al., 1976).

    We also explored the concept of reciprocal teaching, where our technology leader stepped in to assist when needed. This acted as a scaffolding strategy, injecting elements of challenge to elevate our learning experiences (Mafarja et al., 2022).

    This session equipped us with the skills to effectively use and create with digital technology and a deeper comprehension of how digitalization impacts both individuals and society (Spante et al., 2018).

    I am eager to incorporate the DigCompEdu framework into my future educational pursuits, as I see it as a valuable reference point for nurturing digital competencies specific to educators. This framework offers essential guidance in honing the digital skills required in the modern educational landscape.

    Moreover, I aspire to conduct practical, hands-on sessions that empower my students to become proficient in utilising technology. This approach is fundamental in preparing them to navigate the digital realm with confidence and competence as they progress in their learning journey. By providing such opportunities, I aim to foster a generation of tech-savvy learners who can harness digital tools effectively in their education and beyond.

References 

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Hertzog, N. B. (2007). Transporting pedagogy: Implementing the project approach in two first-

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MacArthur, C. A., Ferretti, R. P., & Okolo, C. M. (2002). On defending controversial viewpoints:

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Mafarja, N., Zulnaidi, H., & Mohd. Fadzil, H. (2022). Using reciprocal teaching strategy to

    improve Physics students’ critical thinking ability. Eurasia Journal of Mathematics, Science

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Parker, W. C., Lo, J., Yeo, A. J., Valencia, S. W., Nguyen, D., Abbott, R. D., Nolen, S. B.,

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Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018). Digital competence and digital

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