The impact of digital literacy on teaching and learning

Abstract

The process of learning and using new digital technologies represents a significant challenge, as it requires time, effort and a constant commitment to understand and adapt to their continuous advances. According to Lozada (2020), the integration of these digital tools entails a transformation in curricular, pedagogical and evaluative approaches, which requires a continuous commitment from those who teach and those who learn. This adaptation process implies the constant updating of teaching methods and the development of competencies in the use of technologies.

In this context, Jama-Zambrano and Cornejo-Zambrano (2016) emphasize that the use of technologies favors meaningful learning and strengthens the competencies of those who teach. However, they emphasize that the successful implementation of these tools depends on having adequate resources, such as hardware, software and training programs..

The objective of this article is to analyze the impact of digital literacy on teaching and learning processes, with a particular focus on how digital technologies influence the development of academic competencies and the creation of new pedagogical models. The research was conducted through a review of existing literature and case studies on the integration of digital tools in educational environments. Through this analysis, key questions about the identity of digital learning, the potential of technology in blended educational models, and the social and emotional factors that influence participation in e-learning were answered.