Document Type : Research Paper
Authors
1 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.
2 MSc. in Curriculum Studies, Sabzevar Branch, Islamic Azad University, Sabzevar, Iran
Abstract
In today’s digital world, familiarity with digital skills and adherence to the principles of security, etiquette, and cyberspace regulations are an inevitable necessity for students. The present study was conducted with the aim of examining the extent of attention to digital literacy components in middle school work and technology textbooks. This study employed the content analysis method and utilized the Shannon entropy technique. The research data were extracted from the content of the work and technology textbooks for the lower secondary level and classified based on defined indicators within eight main components of digital literacy. Subsequently, the level of attention to each component was evaluated by calculating normalized weights and ranking the indicators. The findings show that the components of “digital literacy” and “digital communication” received the highest attention in the content of the textbooks, while “digital security,” “digital rights and responsibilities,” “digital commerce,” and “digital health and well-being” had the lowest content coverage. Moreover, indicators such as internet connectivity, the use of browsers, and search engines were of higher importance, whereas topics such as e-commerce regulations and privacy protection, despite their fundamental importance, received less attention. Given the growing role of digital skills in everyday life and the educational system, revising and updating textbook content to align with the requirements of the digital world seems to be an undeniable necessity.
Keywords
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