Could not download file: This paper is available to authorised users only.

TRANSFORMING THE MENTAL PARADIGM ON DIGITAL LITERACY THROUGH UNDERSTANDING ANDRAGOGY AND MAXIMIZING CONTINUOUS EDUCATION

S. Burton1, D. Bessette2, K. Brown-Jackson1, F. Grimm1

1National Graduate School of Quality Management (UNITED STATES)
2National Graduate School of Quality Systems Management (UNITED STATES)
Digital literacy endures to sway educational leaders’ choices and actions as they guide faculty in effectual distance education. Andragogy, continuous education, and digital literacy must be in sync to provide quality outcomes. To sustain excellent results, faculty must develop and maintain key performance measures to deliver successful job performance. Knowledge, skills, ability, and competency augmentations must be contextualized in digital literacy understanding and application. This presentation assesses digital literacy requirements, needs and influences as it continues to control and shift 21st century actions and ideals. Moreover this presentation will investigate the educational technological understandings of students, faculty, and educational administrators. A survey was conducted and revealed key data points into the direction of future technological educational needs. Further, this document serves to guide practitioners and inform academes in digital literacy structure, methodology, and challenges.