IMPROVING DIGITAL LITERACY IN PRIMARY EDUCATION

Over the last few decades, digital literacy has been used repeatedly and have emerged as the core of the debate in educational matters. In the international guidelines, the concept of digital literacy has been connected to “what kinds of skills and knowing people should have in a knowledge society, what to teach young people and how to do so” [1]. The objective of this study is to examine strategies for the development and improvement of digital literacy in primary education. To this day, the integration of the communication and information technologies in the curriculum is still lacking, except maybe for media education. This raises several matters relating to school development, digital content, teachers' professional competences, access to technologies and the concept of learning. There is a problem of a linguistic nature that concerns the use of “digital competence” instead of digital literacy, although terms have different backgrounds and meanings. Indeed, digital competence implicates the “confident, critical and responsible use of, and engagement with, digital technologies for learning, at work, and for participation in society” [2]; digital literacy refers to cognitive skills and competences from a functional perspective aided by practices and work. The conceptual development of literacy in connection with information and communication technologies dates back to the late 1970s and 1980s of the last century, thanks to New Literacy Studies. As expected, the concept of digital literacy was extended to take account of social influences and school demand in knowledge society. In