Digital Literacy in Canadian Classrooms: A Systematic Review of Teachers’ Professional Development Programs

Abstract

Recognizing the role of teachers in promoting students' digital literacy, it is essential to explore the support they receive in becoming digitally competent educators. This systematic review examined the incorporation of digital literacy in professional development programs for teachers and teacher candidates in Canada from 2012 to 2023, guided by Belshaw’s 8Cs model (Cultural, Cognitive, Constructive, Communicative, Confident, Creative, Critical, and Civic). Specifically, this research addresses the following question: What were the focus areas and key elements of digital literacy emphasized in professional development programs for Canadian teachers and teacher candidates between 2012 and 2023? The research team conducted a search across eight academic databases, focusing on peer-reviewed publications. Forty-two relevant publications were identified, aligning with the following requirements: focus on teachers or teacher candidates, Canadian context, and emphasis on digital literacy professional development. These publications were analyzed according to teachers’ career stage (preservice or in-service), grade level, subject(s) taught, adopted digital literacy framework, and Belshaw’s 8Cs elements. Findings highlight a holistic integration of digital literacy in professional development programs, yet reveal gaps in the creative, cultural, and civic elements of digital literacy. The study underscores the need for strategies to empower Canadian educators in these three areas.