Reframing Digital Literacy through Task-Based Pedagogy in Pre-Service Teacher Education

Abstract

As the world continues to embrace digital technologies, there is an increasing need for teachers who can effectively use the tools of digital technology for teaching and learning. While many teacher education programs include an emphasis on developing teachers' digital literacy skills, the nature of the instruction provided to student teachers often does not facilitate the effective integration of digital technologies into their practice--the instructional approaches are frequently tool-oriented and fragmented rather than integrated through pedagogical practices. The purpose of this conceptual paper is to present a framework for re-conceptualising digital literacy within pre-service teacher education as task-based pedagogy where the use of technology is integrated into authentic, inquiry-based, contextualised tasks. The development of a pedagogical model for the integration of task-based learning (TBL) and multifaceted digital literacy has been informed by constructivist learning theory, sociocultural perspectives, and contemporary frameworks for digital competence. The proposed framework emphasises cognitive engagement, collaborative knowledge construction, responsible digital citizenship, and reflective practice. The paper concludes with a consideration of the implications for curriculum design, teacher preparation programs, and future empirical research. By further redefining digital literacy as a pedagogical practice rather than solely a technical skill-based competency, this research contributes to the developing discourse surrounding transformative teacher education in the digital age.