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The purpose of this study was to investigate administrators' perceptions of using social media as a tool for learning. A review of literature revealed a disconnect between the technology students rely on outside of school versus what they use and have access to during school and leads to us to question if social media can be used as a tool for learning. The anytime, anywhere access to people, information, creation and collaboration is commonplace for these students. The challenge for principals is to lead programs that effectively educate today's youth in ways that engage them and cause significant learning. A critical review of the previous research demonstrated that technology leadership focusing on social media use for learning has gained attention in the literature mostly at the college level; the K-12 administrator level has not been widely studied. A mixed method study of K-12 administrators from across the United States was conducted to include survey and interview research. Principals and assistant principals were identified and asked to complete a survey to determine their perceptions of using social media as a tool for learning. Six follow-up interviews were conducted to examine their perceptions more deeply. This study revealed that principals and assistant principals perceived social media as a viable tool for learning; however, they indicated a need for clear social media use policies/parameters and professional learning in how to effectively engage with social media for learning. This study yielded valuable information regarding administrators' perceptions of using social media as a tool for learning that can be used in future research, policy development and professional development. / Ph. D.

In a world where sustainable investment plays an important role in aligning financial interests with broader societal and environmental goals, this thesis investigates the impact of digital literacy and sustainable literacy on financial and accounting students' ability to promote sustainable investments in Sri Lanka. The study aims to identify the most significant literacy factor influencing the promotion of sustainable investments among students and explore the relationship between digital literacy, sustainable literacy and sustainable investment practices. Through a survey-based approach, data was collected from a group of students to assess their proficiency in sustainable literacy and digital literacy, as well as their attitudes towards sustainable investing. The findings reveal a moderate level of sustainable literacy and a relatively higher level of digital literacy among the students, with significant positive relationships between sustainable investing and both literacy types. Regression analysis indicates that sustainable literacy emerges as the most influential factor in promoting sustainable investments among financial and accounting students. The study underscores the importance of knowledge and awareness in driving sustainable investment behavior and offers insights for curriculum development to equip future financial professionals with the necessary skills for sustainable finance. The research contributes to the discussions on sustainable finance education and highlights the critical role of literacy skills in promoting sustainable investment practices among students in Sri Lanka.

Estudo sobre a utilização das ferramentas que compõem o universo das tecnologias de comunicação e informação (TICs), principalmente a Internet, no contexto de políticas públicas no Brasil, com foco no programa de inclusão digital do governo do estado de São Paulo, AcessaSP. O estudo baseia-se na análise dos resultados da PONLINE pesquisa on-line realizada anualmente com usuários do programa AcessaSP. Em primeiro lugar, delineou-se o panorama histórico que propiciou a evolução crescente das TICs a partir da Segunda-Guerra Mundial. Nesse contexto de inovações, surgiu a Internet e a WWW que formam a rede das redes. A Internet refere-se tanto à estrutura física de transmissão, armazenamento e recepção de informações como ao uso público para a comunicação. Em seguida, foram abordadas as principais teorias sobre os temas: sociedade da informação, sociedade em rede, cibercultura, inclusão digital e literacia digital, para esclarecer a diferença entre os assuntos e delimitar o âmbito de abrangência de cada um. A coleta de dados concentrou-se na análise das pesquisas PONLINE, dos anos de 2003 a 2008 que estão disponíveis no portal do Programa AcessaSP. Os dados das pesquisas PONLINE foram avaliados por meio de técnicas de análise estatística e os resultados foram apresentados em gráficos e tabelas. As técnicas aplicadas em estudos etnográficos possibilitaram a análise e interpretação dos depoimentos dos respondentes das pesquisas. Os dados foram selecionados para revelar características da utilização da Internet para comunicação, de acordo com o modelo de literacias digitais de Eshet-Alkalai (2007; 2008) que compreende as habilidades cognitivas e não cognitivas necessárias para realizar tarefas em ambiente digital. O modelo do autor inclui as seguintes literacias: reprodução; foto-visual; pensamento hipermídia; informação e literacia sócio-emocional. Concluiu-se que as novas formas de comunicação possibilitadas pela Internet complementam as formas tradicionais de comunicação. Os recursos para comunicação existentes na Internet estão sendo assimilados rapidamente pelos usuários do Programa de Inclusão Digital AcessaSP. / Communication and Digital Literacy in Internet use Ethnographic Research and Exploratory Data Analyses to study information communication technologies (ICT) tools, especially the use of the Internet for communication between people. The study has been realized with data produced by the program in São Paulo, Brazil, to narrow digital divide called AcessaSP (PONLINE). This work presents firstly the historical background that contributed for the ICT evolution since the Second World War. In that innovational context, the Internet and the World Wide Web (WWW) has been created. The Internet refers to the technical infrastructure and its public use for communication. Secondly, this study presents the theories about the following themes: information society, network society, cyberculture, digital divide, and digital literacy, and aims to clarify the differences and scope of these subjects. The methodology consists of the analysis of data collected in PONLINE research made between 2003 and 2008. The PONLINE research is published in the AcessaSP gateway. The data has been analysed to reveal the use of the Internet for communication, according to the Eshet-Alkalai structure. The research data has been examined by exploratory data analyses and is presented through graphics and charts. The usersopinion have been analyzed by ethnographic method to reveal the digital thinking skills. The Eshet-Alkalai structure consists of five digital literacy thinking skills that covers the abilities that Internet users employ in digital environments. The conceptual model of Eshet-Alkalai consists of the following digital thinking skills: photo-visual, reproduction, branching, information and socio-emotional literacy. The results indicate that new forms of communication offered by the Internet complement the traditional forms of communication. The Internet tools for communication appear to be incorporated rapidly because of its efficiency, effectiveness and, in doing so, they can affect the way people communicate.

Estudo sobre a utilização das ferramentas que compõem o universo das tecnologias de comunicação e informação (TICs), principalmente a Internet, no contexto de políticas públicas no Brasil, com foco no programa de inclusão digital do governo do estado de São Paulo, AcessaSP. O estudo baseia-se na análise dos resultados da PONLINE pesquisa on-line realizada anualmente com usuários do programa AcessaSP. Em primeiro lugar, delineou-se o panorama histórico que propiciou a evolução crescente das TICs a partir da Segunda-Guerra Mundial. Nesse contexto de inovações, surgiu a Internet e a WWW que formam a rede das redes. A Internet refere-se tanto à estrutura física de transmissão, armazenamento e recepção de informações como ao uso público para a comunicação. Em seguida, foram abordadas as principais teorias sobre os temas: sociedade da informação, sociedade em rede, cibercultura, inclusão digital e literacia digital, para esclarecer a diferença entre os assuntos e delimitar o âmbito de abrangência de cada um. A coleta de dados concentrou-se na análise das pesquisas PONLINE, dos anos de 2003 a 2008 que estão disponíveis no portal do Programa AcessaSP. Os dados das pesquisas PONLINE foram avaliados por meio de técnicas de análise estatística e os resultados foram apresentados em gráficos e tabelas. As técnicas aplicadas em estudos etnográficos possibilitaram a análise e interpretação dos depoimentos dos respondentes das pesquisas. Os dados foram selecionados para revelar características da utilização da Internet para comunicação, de acordo com o modelo de literacias digitais de Eshet-Alkalai (2007; 2008) que compreende as habilidades cognitivas e não cognitivas necessárias para realizar tarefas em ambiente digital. O modelo do autor inclui as seguintes literacias: reprodução; foto-visual; pensamento hipermídia; informação e literacia sócio-emocional. Concluiu-se que as novas formas de comunicação possibilitadas pela Internet complementam as formas tradicionais de comunicação. Os recursos para comunicação existentes na Internet estão sendo assimilados rapidamente pelos usuários do Programa de Inclusão Digital AcessaSP. / Communication and Digital Literacy in Internet use Ethnographic Research and Exploratory Data Analyses to study information communication technologies (ICT) tools, especially the use of the Internet for communication between people. The study has been realized with data produced by the program in São Paulo, Brazil, to narrow digital divide called AcessaSP (PONLINE). This work presents firstly the historical background that contributed for the ICT evolution since the Second World War. In that innovational context, the Internet and the World Wide Web (WWW) has been created. The Internet refers to the technical infrastructure and its public use for communication. Secondly, this study presents the theories about the following themes: information society, network society, cyberculture, digital divide, and digital literacy, and aims to clarify the differences and scope of these subjects. The methodology consists of the analysis of data collected in PONLINE research made between 2003 and 2008. The PONLINE research is published in the AcessaSP gateway. The data has been analysed to reveal the use of the Internet for communication, according to the Eshet-Alkalai structure. The research data has been examined by exploratory data analyses and is presented through graphics and charts. The usersopinion have been analyzed by ethnographic method to reveal the digital thinking skills. The Eshet-Alkalai structure consists of five digital literacy thinking skills that covers the abilities that Internet users employ in digital environments. The conceptual model of Eshet-Alkalai consists of the following digital thinking skills: photo-visual, reproduction, branching, information and socio-emotional literacy. The results indicate that new forms of communication offered by the Internet complement the traditional forms of communication. The Internet tools for communication appear to be incorporated rapidly because of its efficiency, effectiveness and, in doing so, they can affect the way people communicate.

Ett av skolans uppdrag är att utbilda medborgare till att besitta en digital kompetens. Detta för att klara av den ständiga digitala utveckling som sker i vår moderna värld. Eleverna möter olika slags texter i skolan, både tryckta och digitala. Somliga elever har även digitala läromedel, vilket innebär att de digitala texterna blir något som de möter dagligen. Samtidigt har forskning visat att det finns fem förmågor som behöver behärskas för att kunna hantera digitala texter. Dessa fem förmågor står inte explicit utskrivna i läroplanen för grundskolan, förskoleklass och fritidshem (Lgr11) utan lärarna behöver på egen hand försöka tolka in dem i sin planering av undervisningen.  Frågan blir således: Har läromedelsutvecklarna dessa fem förmågor i åtanke när de producerar sina digitala läromedel? Hur anser högskolelärarna och grundskollärarna att de tar hänsyn till förmågorna i sin undervisning? Studien har därmed som syfte att öka kunskapen om vilka sätt som finns bland de tre yrkeskategorierna att behandla dessa fem förmågor som forskning har visat krävs för hantering av digitala texter. Syftet ämnas uppnås genom två frågeställningar som behandlar hur yrkeskategorierna möjliggör utveckling i de fem förmågorna och vilka didaktiska val de gör med hänsyn till de fem förmågorna i sin undervisning.  För att möjliggöra en uppfyllelse av syftet och dess frågeställningar har en fenomenografisk ansats använts tillsammans med en kvalitativ metod i form av semistrukturerade intervjuer. Fortsatt analyserades materialet ur ett sociokulturellt – samt didaktiskt perspektiv. Studiens resultat visade att stöttning är viktig för att eleverna ska kunna utveckla förmågorna. Detta är i enlighet med vad den sociokulturella teorin betonar som viktigt. Samtliga informanter visade kunskap om vilka konsekvenser som brister i förmågorna resulterar i, men huruvida undervisningen anpassades efter förmågorna varierade beroende på lärare. Det digitala läromedlet kan dock ge fördelaktiga förkunskaper för digitala texter vilket verkar gynna eleverna när de sedan är ute och Googlar på internet. Slutligen delger samtliga lärare att tidsbrist har en negativ påverkan på deras möjligheter till stöttning i undervisningen. Grundskollärarna ansåg även att deras digitala kompetens inte var tillräcklig och att fortbildning efterfrågades. / One of the school's missions is to educate citizens to possess digital skills. This is to cope with the constant digital development that takes place in our modern world. Students encounter different kinds of texts in school, both printed and digital. Some pupils have digital teaching materials as well, which means that the digital texts become something that they encounter daily. At the same time, research has shown that there are five abilities that need to be mastered to be able to handle digital texts. These five abilities are not explicitly stated in the curriculum for the compulsory school, preschool class, and school-age educare (Lgr11), which results in teachers that need to interpret the abilities into their own teaching.  The question is: do teaching aid developers have these five abilities in mind when producing their digital teaching materials? How do university teachers and primary school teachers consider that they take the abilities into account in their teaching? The study thus aims to increase knowledge of the ways that exist among the three professional categories to deal with these five abilities that research has shown are required for handling digital texts. The purpose is intended to be achieved through two questions at issue that deal with how the professional categories enable development in the five abilities and what didactic choices they make regarding the five abilities in their teaching.  To enable the purpose and its questions to be fulfilled, a phenomenographic approach has been used together with a qualitative method in the form of semi-structured interviews. The material was analyzed from a socio-cultural and didactic perspective. The results of the study showed that support is important for pupils to be able to develop their abilities. This is in line with what sociocultural theory emphasizes as important. All informants showed knowledge of the consequences that shortcomings in the abilities result in, but whether the teaching was adapted to the abilities varied depending on the teacher. However, the digital teaching aid can provide beneficial prior knowledge for digital texts, which seems to benefit the pupils when they are out Googling on the internet. Finally, all teachers report that lack of time has a negative impact on their opportunities for support in teaching. The primary school teachers also felt that their digital competence was not sufficient, and that further education was in demand.

Denna undersökning har syftat till att undersöka hur AI anses kunna påverka undervisningen i skolan och samhällskunskapsämnet. Studien baseras på den diskurs som råder inom ämnet. Undersökningen baseras på material i form av tidningsartiklar, en intervju med en forskare och en fokusgruppsintervju. Materialet har analyserats genom en kvantitativ respektive kvalitativ innehållsanalys. Undersökningen utgår från uppfattningen att samhällskunskapsundervisningen bör sträva efter att utveckla så kallad AI-literacy hos eleverna. Resultatet bekräftade inte att detta genomförs i undervisningen. Områden som undervisning, fusk, examination och bedömning behandlades i större utsträckning än AI-literacy, AIED (AI in education) och AI&ED (AI and education).  Resultatet antyder att AI-utvecklingen kommer leda till nya examinationsformer och möjligen AI-assistenter som kompletterar lärare. Samhällskunskap som undervisningsämne omnämndes knappt i materialet även om vissa områden som kan relateras till samhällskunskap förekom som källkritik och demokrati. AI-literacy relaterat till samhällskunskap förekom några enstaka gånger. Detta resultat påvisar viken av att utveckla AI:s roll i samhällskunskapsundervinsingen för att möjliggöra säkra studier av ämnet i skolan, samt vikten av att fortsätta forska om AI och utbildning och AI och samhällskunskap. / This survey aims to investigate how AI is considered to influence teaching in school and the social studies subject. The survey is based on the discourse on the subject of AI and education. The survey is based on material from online news articles, an interview with a researcher and a focus group interview. The material has been analyzed through quantitative and qualitative content analysis methods. The survey is based on a theory that claims that social studies teaching should strive to develop students so-called AI-literacy. The survey results did not confirm this theory. Categories such as teaching, cheating, examination and assessment were covered in the material to a greater extent than AI literacy, AIED (AI in education) and AI&ED (AI and education). The results suggests that the development in AI may lead to new forms of examination and possibly AI assistants as a supplement to teachers. Social studies as a teaching subject was barely mentioned in the material, although certain areas that can be related to social studies appeared such as source criticism and democracy. AI literacy related to social studies appeared a few times. This result demonstrates the importance of further research about AI and social studies education to and to enable safe methods to study the subject in schools. It also emphasizes the importance of continued research on AI and education as well as AI and social studies.

Doctor of Philosophy / Curriculum and Instruction / Rosemary Talab / The purpose of this study was to examine student motivation in a blended learning digital literacy course and its relation to student characteristics. The study consisted of 136 student participants enrolled in a blended learning digital literacy course at a Midwestern university. The Keller ARCS Motivation Model was the theoretical framework. The Course Interest Survey was used in the study, which was designed to measure motivation using Keller ARCS categories. Data was collected through the Course Interest Survey to voluntary student participants and through data obtained from the research setting. The study examined the following research questions: Research Question 1: Do statistically significant relationships exist between non-performance student characteristics and the Keller ARCS Course Interest Survey student motivation scores in a blended digital literacy course? Research Question 2: Do statistically significant relationships exist between pre-course performance student characteristics and the Keller ARCS Course Interest Survey scores in a blended digital literacy course? Research Question 3: Do statistically significant relationships exist between post-course performance student characteristics and the Keller ARCS Course Interest Survey student motivation scores in a blended digital literacy course? To examine these relationships, the study utilized MANOVAs to analyze the student characteristics on the four categories of the Keller ARCS Motivation Model. One significant relationship was found for Confidence within Academic Rank (p < .05), between Seniors and Freshmen. Seniors reported a .4799 higher Confidence score, on average, than Freshmen. Other characteristics did not have significant relationships. The mean change in pretest and posttest scores in digital literacy on the ALTSA assessment was 6.64. Recommendations for the research setting included the use of student focus groups to better understand and increase Freshmen confidence and the Freshmen experience, a review of course design and delivery methods, an exploration of variations of blended learning models, an examination of current test-out procedures, and adjustment of the scale used in this study to provide a wider range of motivation responses. Recommendations for future studies included a qualitative study of student performance characteristics, a mixed methods study of different learning models for course delivery, and an exploratory study aimed at expanding student characteristics.

Submitted by Glauber de Assunção Moreira (glauber.moreira@ufba.br) on 2018-12-18T16:52:32Z No. of bitstreams: 1 Tese final de Fernanda Almeida dos Santos.pdf: 10976345 bytes, checksum: c63829c7a12991385e640f072288602c (MD5) / Approved for entry into archive by Setor de Periódicos (per_macedocosta@ufba.br) on 2018-12-19T17:33:16Z (GMT) No. of bitstreams: 1 Tese final de Fernanda Almeida dos Santos.pdf: 10976345 bytes, checksum: c63829c7a12991385e640f072288602c (MD5) / Made available in DSpace on 2018-12-19T17:33:16Z (GMT). No. of bitstreams: 1 Tese final de Fernanda Almeida dos Santos.pdf: 10976345 bytes, checksum: c63829c7a12991385e640f072288602c (MD5) / O presente trabalho apresenta uma discussão sobre o processo de aquisição da escrita por crianças inseridas em práticas de letramento digital, através de uma investigação in loco e da análise de produções textuais escritas por alunos do 4º e 5º ano do ensino fundamental de uma escola da rede pública municipal de Amargosa-BA, o que se constitui o corpus da pesquisa. Considerando que a inclusão no mundo digital oportuniza ao sujeito experimentações, desafios e novas possibilidades de usos sociais da leitura e escrita, favorecendo diferentes práticas de letramento, este trabalho tem como objetivo principal analisar como o trabalho docente que contempla as práticas de letramento digital pode favorecer o processo de aprendizagem da escrita da língua portuguesa por crianças, gerando diversidades linguísticas e contribuindo com novas possibilidades pedagógicas para o aprendizado infantil. Para tanto, utiliza-se uma metodologia de investigação qualitativa, fundamentada em uma análise explicativa. O referencial teórico do trabalho concilia a teoria enunciativo-discursiva de Bakhtin (1997; 2006) e a teoria social da construção do conhecimento de Vygotsky (1989) com os postulados de Ferreiro (1990; 2001), Ferreiro e Teberosky (1986), Kleiman (2008), Rojo (2009; 2012), Soares (2003; 2009), Tfouni (2006) e outros sobre leitura, escrita e práticas de letramento. Além disso, a pesquisa é subsidiada, especialmente, pelos estudos/análises de Araújo (2003; 2007), Castells (1999; 2009), Coscarelli (2006; 2007), Freire (2003), Frade (2007), Lévy (1993; 1999), Marcuschi (2002; 2004), Oliveira (2006), Ribeiro (2008) e Xavier (2005) sobre tecnologias, letramento digital e aquisição da escrita em ambientes virtuais. Ademais, a realização da pesquisa fundamentou-se na análise de atividades de alfabetização e letramento digital desenvolvidas no campo de trabalho, no período de março a dezembro de 2012. Argumenta-se, através das análises realizadas, que o uso das tecnologias digitais contribui para o processo de letramento, intensificando o desenvolvimento de competências textuais, enunciativas, procedimentais e linguísticas pelas crianças, e suscita distintas mudanças no aprendizado infantil, já que a convivência com variados gêneros de textos em ambientes virtuais – além de propiciar diversão e desenvolver a criatividade e o raciocínio lógico dos indivíduos – também favorece as práticas interacionais, bem como o uso social da leitura e escrita, possibilitando a ampliação dessas habilidades pela criança. Verifica-se, assim, que os recursos digitais podem operar como uma importante interface pedagógica no processo de aprendizagem da escrita no contexto escolar. / This paper presents a discussion on the process of writing acquisition by children involved in digital literacy practices through an-site investigation and analysis of textual productions written by students of 4th and 5th year of primary education in a school municipal public of Amargosa-BA, which constitutes the corpus of research. Whereas inclusion in the digital world provides to the individuals experiments, challenges and new possibilities for social uses of reading and writing, favoring different literacy practices, this paper aims at analyzing how the teaching profession that includes the digital literacy practices may favor the writing process of learning the Portuguese language for children, generating linguistic diversity and contributing new pedagogical possibilities for learning child. To do so, we use a methodology of qualitative research, based on an explanatory analysis. The theoretical of work combines theory enunciative-discursive of Bakhtin (1997; 2006) and the theory of social construction of knowledge of Vygotsky (1989) with the postulates of Ferreiro (1990; 2001), Ferreiro and Teberosky (1986), Kleiman (2008), Rojo (2009; 2012), Soares (2003; 2009), Tfouni (2006) and others on reading, writing and literacy practices. In addition, the research is subsidized especially for studies/analyzes of Araújo (2003; 2007), Castells (1999; 2009), Coscarelli (2006; 2007), Freire (2003), Frade (2007), Lévy (1993; 1999), Marcuschi (2002; 2004), Oliveira (2006), Ribeiro (2008) and Xavier (2005) on technology, digital literacy and written acquisition in virtual environments. Moreover, the research was based on analysis of literacy activities and digital literacy developed in the field of work in the period from March to December 2012. It is argued, through the analyzes, that the use of digital technologies contributes to the literacy process, intensifying the development of textual, enunciative, linguistic and procedural skills for children, and elicits distinct changes in child learning, since the living with various genres of texts in virtual environments – in addition to providing fun and develop creativity and logical reasoning of individuals – also favors the interactional practices, as well as the social use of reading and writing, enabling the expansion of these skills by the child. It verifies, therefore, that digital resources can operate as an important interface in teaching learning process of writing in the school context.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-12-06T18:31:20Z No. of bitstreams: 1 Simone Telles Martins Ramos.pdf: 13216524 bytes, checksum: 26682ba48277d3ace7a10957a3272cdb (MD5) / Made available in DSpace on 2016-12-06T18:31:20Z (GMT). No. of bitstreams: 1 Simone Telles Martins Ramos.pdf: 13216524 bytes, checksum: 26682ba48277d3ace7a10957a3272cdb (MD5) Previous issue date: 2016-11-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this study was to investigate the contributions of a course in elaboration of digital educational materials, entitled Elaboration of Digital Educational Materials – Basic Level, for the development of digital literacy of English teachers. This research aimed to answer the following question: which contributions does the course in Elaboration of Digital Educational Materials – Basic Level offer for the development of digital literacy of English teachers? This question was divided into two others: a) which digital competences does the course aim to develop? b) which levels of proficiency does the course aim to develop? This work was based on discussions regarding the concept of literacy according to Kato (1986), Soares (1998) and Tfouni (1998); the precursor theory of literacy development as discussed by Soares (1998); the concept of literacy also approached by Soares (1998) and Street (1984a, 1984b, 2003, 2013); different areas of research that generate new theories about this concept with the use of technology, such as The New Literacy Studies (GEE, 1990, 2000, 2011; KNOBEL; LANKSHEAR, 2002, 2006, 2007, 2012; LANKSHEAR; KNOBEL, 1998) and multiliteracies (COPE; KALANTZIS, 2000, 2009a; 2009b; 2009c; NEW LONDON GROUP, 1996; ROJO, 2009a, 2009b, 2013; ROJO; MOURA, 2012); and the concept of digital literacy discussed by Ala-Mutka (2011) and Ferrari (2012, 2013). This study is grounded on the latter, a concept that bases the digital competences framework in the project Digital Competence (DIGCOMP), which identifies and describes the competences and levels of digital literacy for an individual’s lifelong learning (COUNCIL OF EUROPE, 2001; EDUCATIONAL AND CULTURAL DG, 2007; ERSTAD, 2010; EUROPEAN COMMISSION, 2010a, 2010b, 2012; EUROPEAN PARLIAMENT AND THE COUNCIL, 2006, 2008; FERRARI, 2013, 2014, 2016). This research is a descriptive and unique case study (YIN, 2010), and had as source of data the activities proposed in the course, which were mapped (described and identified) and correlated with the digital competence framework of the DIGCOMP project (FERRARI, 2013). The results showed that the course Elaboration of Digital Educational Materials – Basic Level enables its participants to make creative and innovative use of digital technologies of information and communication to design digital educational materials to teach English based on the development of digital competences within the areas of capacity Content-creation, Problem-solving, Information and Communication presented in the DIGCOMP Project (FERRARI, 2013). This study shall contribute for researchers and teachers who work with continued education of English teachers and for the project of digital literacy development of the São Paulo State Center of Technological Education (CEETEPS) / Este trabalho tem por objetivo investigar as contribuições de um curso de formação contínua para elaboração de material educacional digital (MED), intitulado Elaboração de Material Educacional Digital - Nível Básico, para o letramento digital de professores de inglês e responder à seguinte pergunta: que contribuições um curso de formação contínua em Elaboração de Material Educacional Digital - Nível Básico oferece para o letramento digital de professores de inglês?, que foi subdividida em duas questões, a saber: a) quais competências digitais o curso se propõe a desenvolver? b) quais níveis de proficiência o curso se propõe a desenvolver? Esta investigação foi embasada em discussões sobre: o conceito de alfabetização segundo Kato (1986), Soares (1998) e Tfouni (1998); a teoria precursora do letramento, conforme Soares (1998); o conceito de letramento também discutido por Soares (1998) e por Street (1984a, 1984b, 2003, 2013); diferentes áreas de pesquisa que geram novas teorias acerca desse conceito atrelado à tecnologia, como Os Novos Letramentos (GEE, 1990, 2000, 2011; KNOBEL; LANKSHEAR, 2002, 2006, 2007, 2012; LANKSHEAR; KNOBEL, 1998) e multiletramentos (COPE; KALANTZIS, 2000, 2009a; 2009b; 2009c; NEW LONDON GROUP, 1996; ROJO, 2009a, 2009b; 2013, ROJO; MOURA, 2012); e o conceito de letramento digital como discutido por Ala-Mutka (2011) e Ferrari (2012, 2013). Esse último conceito é o alicerce deste trabalho, que se baseia no Quadro de competências digitais do projeto Digital Competence (DIGCOMP), o qual mapeia e descreve as competências e níveis de letramento digital para a formação de um indivíduo (COUNCIL OF EUROPE, 2001; EDUCATIONAL AND CULTURAL DG, 2007; ERSTAD, 2010; EUROPEAN COMMISSION, 2010a, 2010b, 2012; EUROPEAN PARLIAMENT AND THE COUNCIL, 2006, 2008; FERRARI, 2013, 2014, 2016). Caracterizada como um estudo de caso único descritivo (YIN, 2010), esta pesquisa teve como fontes geradoras dos dados as atividades propostas pelo curso em enfoque que foram mapeadas (descritas e identificadas) e correlacionadas com o Quadro de competências digitais do Projeto DIGCOMP (FERRARI, 2013). Os resultados revelaram que o curso Elaboração de Material Educacional Digital – Nível Básico capacita seus participantes a fazer uso criativo e inovador das TIDIC para elaborar MED de inglês a partir do desenvolvimento de competências digitais referentes às áreas de capacidade Criação de conteúdo, Resolução de problemas, Informação e Comunicação do Projeto DIGCOMP (FERRARI, 2013). Este trabalho pode trazer contribuições para pesquisadores e professores que trabalham com a formação (contínua) de professores de inglês e para o projeto de letramento digital do Centro Estadual Tecnológico Paula Souza (CEETEPS)