Introduction

1.1 Formulation of research question

How does the media literacy of the teacher affect the integration of digital media into the classroom?” In order to answer this question, it is necessary to analyse research findings on pedagogical learning and digital media. An analysis of this topic in human behavior, educational sector, technology and interactive learning reveals a collaborative approach to contemporary learning (Drysdale, Graham, Spring, & Halverson, 2013). Therefore, there is evidence that media education has economic and social benefits. Media literacy as a core affects other variables that stimulate teacher competencies, classroom digital media integration and teacher attitude towards digital media. This meta analysis looks at these indicators from journals on distance learning, E-learning, computers and education, educational Psychologist, digital media and international learning. These are recent studies from 2012 to present with a focus on these questions:

• What factors influence the integration and design of virtual learning tools?
•  Are instructors in higher education keen on the online learning opportunities for students?
• Has research on collaborative learning in academic fields covered the adoption of digital media and teachers competencies in the subject matter?
• What does the online learning system focus on and does it offer the benefit of learning material, and credible content for the classroom?

1.1 Description of selection criteria

A descriptive analysis shows frequencies in conceptual framework, research models and strategies. This meta-analysis measures the underlying questions based on benefits and challenges of digital learning (Anne, Wendy, & Arthur, 2013:Davis, Keeney-Kennicutt, Cifuentes, Goetz, & Merchant, 2014: Vaughan, Garrison, Archer, & Owston, 2013).  From the selected journals coded from different content findings, it is clear that competency in contemporary learning come with challenges and opportunities. Some journals support the adopting of digital media through  competencies while others conclude that trends in pedagogical learning matter most. The findings in recent studies explore the pros and cons of competency in digital learning for the contemporary society. In an extensive review the integration of digital media presents potential areas for future research.

1.2 Purpose of the Study

Teachers take advantage of the emerging digital trends such as web-based learning for progressive professional development and change in the classroom. This study explores ways in which media literacy affects teacher’s professional development and how this affects the integration of digital media in the classroom.

2.1 Context-Specific Analysis

Widespread research findings by Bozkurt et al (2015) explain that in 2009-2013, there has been a shift in education. In a study featuring 861 article reviews, it was evident that there are variables, which influence the adoption of digital media competencies. Among these are the educational opportunities and learners attitudes towards digital learning. In order to understand the impact of digital media on learning, it is necessary to understand its contribution to the contemporary society. In this analysis, the learning outcome indicates the importance of using smart principles for instructional design of learning material. Media in pedagogical learning captures the learning environment and a reality-based model of knowledge delivery. The content and technology tool is an integral part of this process. In this study, the internet comes out as a learning tool instead of a communication tool. However, the research identifies gaps on how to integrate digital media in the academic workspace, sharing academic course content and independent learning. Does social media a common part of online learning, help students to acquire good grades? Is it a platform for making friends as well as obtaining serious learning material? Does digital media support positive feedback from students in the learning process?

2.2 Educational models and digital media

Learning outcome is one of the indicators of successful integration of digital media in the classroom. Primary data from the Substitution, augmentation, modification and redefinition model (SAMR) presents reviews on mobile learning activities (Romrell, Kidder, & Wood, 2014). In this study, mobile phones are a significant part of social learning and communication. This study raises questions about challenges of implementing digital learning in a personalised setting an educational perspective. The learning framework indicates both formal and informal context. In the article, learning is a process influenced by a variety of factors including the economic, social and technological. E-books, online games, videos, mobile communication, social media and libraries become effective tools for spreading education. This perspective considers the use of multimedia platforms for sharing knowledge. In this case, technology has an ability to support learning as much as the individual cognitive abilities. This study supports the development of media literacy to support the creation of learning tasks through different applications.  

2.3 Learning Environment and collaborative learning

The subjective analysis of the effect of digital media brings out a multifaceted interpretation for its quality-based learning. This includes an indirect analysis of its application and multiple task based learning (Anne, Wendy, & Arthur, 2013). Training needs for teachers include task familiarity and digital integration plan for classrooms. This study supports innovative teaching as part of professional development (Makri & Vlachopoulos, 2017). Practitioners in the academic sphere focus on the ideal framework for pedagogical learning in classroom programmes. These studies support digital game based learning as part of digital integration. The combination of different programmes in an educational process has benefits and challenges. Consequently, this study identifies the use of multidimensional techniques in the learning process. The virtual learning environment is an umbrella of different concepts and ideas designed with a focus on specific subjects. Its wide spectrum encourages learners to pursue collaborative learning across disciplines such as Language and Scientific studies. The competency development framework for teachers below explains this.

Figure 1 long term ICT learning competency framework (Thomas, 2017)

2.4 ICT integration and digital learning

Survey done in Germany reveals that media literacy is meaningful in the educational sector (Grafe & Tulodziecki, 2012). The findings discover that there is an increase in the use of computers in the classroom. In the study media literacy is about the media used and extensively. However, the study notes the need for continuous improvement in different learning environments. In support of this, a quasi-experiment on the integration of collaborative learning with computer technology as a problem solving approach to teaching (Wagner, et al., 2013). The data analysis looks at the effectiveness of instructional learning and competency development for autonomy and quality based learning. From this, content is an important aspect of collaborative learning. It looks at the computer supported, web oriented, video and software applications as some of the most common and effective methods integrated in digital learning.

2.5 Research and Digital Learning

Research reviews on educator’s attitudes and collaboration skills in the classroom highlights media literacy in contemporary society (Tuzel & Hobbs, 2015). Using a survey sample of 2820, this study identifies motivational factors that shape teacher’s attitudes to digital media. Media literacy as a factor in digital learning is important when exploring conceivable ideas in this context. Educators improve on learning and academic qualifications for effectiveness. Unlike the face-to-face instructional model, digital techniques call for familiarization and in-depth learning. Research interpretation and analytical skills enhance the digital analysis of theoretical concepts and learning outcomes. In support of digital experience is the role of digital learning and visual forms (Aston, Selwyn, & Henderson, 2017). In addition, this research delves into the effectiveness of digital learning in research lays an emphasis on the relevance of the material and the confidence it gives to the learner.

2.6 Classroom integration challenges

Bos, Eickelmann, & Gerick (2017) present a research paper with data from questionaires to analyse the school level factors supporting or limiting ICT competenices. The findings draw from a sample size made up of teachers and students as participants. The multilevel approach covers infromation from Czech Republic, Norway, Germany and Australia. It international influence in the adoption of ICT skills and techniques in the classroom. Educational activities include in class and out of class activities. Lack of credibility makes content from sites such as Twitter, Facebook and Google+ unfit for academic purposes. The inability to classify social media into categories makes it difficult to place academic restrictions on it as a platform for learning. In this analysis, learning activities capitalize on smartphones for capturing screen shots, laptops and mobile technology for learning. In active learning, social media supports collaborative learning in contemporary studies. It is also effective in interactive learning because it engages students. The internet provides a platform for collaborative and personal reflective learning which is beneficial to students in higher education. Although the study makes a considerable contribution, it is limited because it focuses on a developing country where access to technology is a challenge.

3.0 Method

3.1 Selection of the Study

Studies focusing on content analysis analyze quantitative analysis on digital media and teacher competencies (Drysdale, Graham, Spring, & Halverson, 2013: Wu, Hsiao, Wu, Lin, & Huang, 2012:Romrell, Kidder, & Wood, 2014). Results explain that teachers adopt digital competencies in order to influence a positive learning outcome. Based on experimental and quasi-experimental research designs with a descriptive analysis explain the difference between individuals using a platform and learning institution implementing a virtual system (Anne, Wendy, & Arthur, 2013). The need for technical solutions, maintenance and e-tools is inevitable (Bozkurt, et al., 2015). International data collection gives a data driven approach to learning solutions, and the development of a classroom scenario in the contemporary setting. The impact of successful pedagogical learning designs motivates teachers to adopt digital content for knowledge creation (Bos, Eickelmann, & Gerick, 2017: (Drysdale, Graham, Spring, & Halverson, 2013).

3.2 Inclusion and exclusion criteria

The Journals in focus have quantitative primary research data on media literacy and its connection to media literacy in the pedagogical environment. Leaning towards skills acquisition by teachers (Bos, Eickelmann, & Gerick, 2017:Grafe & Tulodziecki, 2012) the findings also address the reasons why the integration of media in the classroom is popular today (Anne, Wendy, & Arthur, 2013: Drysdale, Graham, Spring, & Halverson, 2013). These are journals less than 10 years old. Research designs include surveys and the data sampling features age groups, professional groups, gender and location. The use of emotional conditions as variables influences the development of ideas on teacher perception on media literacy. Control groups indicate the conditions affecting the integration of media literacy in the classroom (Romrell, Kidder, & Wood, 2014). Relevant studies focus on media literacy, pedagogical learning and skills proficiency. The use of meta-analysis studies analyzes the learning theory from the game based perspective with reference to the higher education to highlight the need for digital competencies (Wu, Hsiao, Wu, Lin, & Huang, 2012). Task based analysis indicates a condition based approach to the correlation between learning goals and media literacy (Anne, Wendy, & Arthur, 2013).

 Studies comparing human computer interaction and learning support problem-solving approaches. Some studies support training for practitioners in order to produce the ideal learning criteria (Davis, Keeney-Kennicutt, Cifuentes, Goetz, & Merchant, 2014: (Thomas, 2017: ). The use of functional approach to learning reveals the use of pedagogical tools as measures of the effectiveness of learning (Davis, Keeney-Kennicutt, Cifuentes, Goetz, & Merchant, 2014). The consistency of the digital learning process makes it an ideal measure for higher learning. Familiarization with the techniques used in digital learning creates categories on integrating digital learning (Vaughan, Garrison, Archer, & Owston, 2013: Kirkwood & Price, 2014: Aston, Selwyn, & Henderson, 2017). Studies on pedagogical learning in the digital age encourage a result-oriented approach (Wu, Hsiao, Wu, Lin, & Huang, 2012). An analysis of the online experience enhances learning through improved visuals, audio and technology applications (Trucano, 2015).

3.3 Coding of study features

Field studies discover the value of integrated learning for problem solving and instructional competencies (Drysdale, Graham, Spring, & Halverson, 2013:Wagner, et al., 2013). This brings out ideas about concepts in integrated learning and the effectiveness of digital integration (Wu, Hsiao, Wu, Lin, & Huang, 2012: (Kirkwood & Price, 2014). An environment that supports competency involves quality design (Ozdamlin & Keser 2012). Success indicators and monitoring system in studies, perceived autonomy has an interactive approach and effective strategy as best practice. In Grafe & Tulodziecki, (2012) innovative use of ICT in learning features learning tools, assessment plans and evaluation processes requires proficient skills. The validity of its findings in the learning process depends on the method of promoting knowledge (Romrell, Kidder, & Wood, 2014).

Variable	Code	Journal
Learning activities	Mobile learning, digital media training, integrating social learning activities	(Romrell, Kidder, & Wood, 2014)
Digital training	Multiple task based learning, quality based learning, Training needs for teachers, task familiarity and digital integration plan	(Anne, Wendy, & Arthur, 2013)
Media literacy	Learning environment,  competency, autonomy, education	(Grafe & Tulodziecki, 2012)
Media literacy	Educators attitude, digital learning motivation, professional development programs	(Drysdale, Graham, Spring, & Halverson, 2013)
Global trends in distance education	New pedagogical models, increased educational opportunities, new principles of learning	(Bozkurt, et al., 2015)
International ICT skills	International ICT skills,  transformative learning, e-learning, media literacy in education system	(Bos, Eickelmann, & Gerick, 2017)

Table 1: coding variables in the case examples

3.4 Effect size extraction

A Likert scale provides insight into perceived teacher attitudes on competencies (Drysdale, Graham, Spring, & Halverson, 2013). The use of the socio-cultural model of problem solving shows how teacher competency influences attitude and outcome (Chawinga, 2017: Hess & Gunter, 2013). Participants from different parts underline the effectiveness of an instructional application on a global scale and self-efficacy in digital learning (Hainey, et al., 2014). Focusing on professional training in computer techniques shows its use in complex environments (Anne, Wendy, & Arthur, 2013). An action-based framework interprets and supports learning goals correlates with the social demands. The standard deviation of groups and size group of technology acceptance model indicate the impact on the learners and teachers (Romrell, Kidder, & Wood, 2014). Sampling on media integration of digital communication seeks to enhance the learning process on a platform that supports the design of classroom plans.

3.5 Handling dependent effect studies

The synchronization of on media literacy, technology and data collection tools identifies digital pedagogical knowledge in academic sphere as credible (Bozkurt, et al., 2015). Systematic studies on the effect of technology in learning point out the existing gaps in virtual learning (Makri & Vlachopoulos, 2017: Hainey, et al., 2014)). Although teachers enjoy using the internet platforms, there are questions about the credibility and seriousness of digital media in academic outcomes. A study on social media questions the credibility of digital communication as an integrated technique for interaction in intellectual development (Bos, Eickelmann, & Gerick, 2017: Chawing, 2017: Hess & Gunter, 2013). Social interaction works in some subjects but some courses call for analytical skills. This is a limitation identified in studies on the acquisition of IT skills for specific courses (Kirkwood & Price, 2014). Systematic methods tackle challenges of ICT for different media intervention approaches. This method is objective and looks at strategies designed for the classroom environment and social interaction.

3.6 Data analysis

A comparison of the pros and cons of digital learning highlights the importance of digital learning while addressing its limitations (Romrell, Kidder, & Wood, 2014: Vaughan, Garrison, Archer, & Owston, 2013). These studies focus on authenticity in the learning environment with case studies samples of higher education. A survey on the frequency of the integration of digital media shows that 30% of teachers adopt digitization (Bos, Eickelmann, & Gerick, 2017). Comparing factors in digital learning such as data based learning, vocabulary knowledge, critical analysis and peer reviews the studies highlight a virtual environment as an educational platform that needs a positive outcome. Teachers use digital communication for interactive learning. For learners to reap from contextual learning instructors should use material that supports practical learning. Formal and informal teaching needs a performance-based approach (Grafe & Tulodziecki, 2012). Continuous improvement through changes requires skilled and competent personnel to incorporate e learning (Bos, Eickelmann, & Gerick, 2017). The contemporary technology is costly but viable hence the need for media literacy. Investing in technology involves constant upgrades and change management in the ICT system. Competent teachers in a competency based learning institution make digital learning more effective. A result-oriented approach to strategic learning is the right formula for implementing pedagogical learning.

4.0 Results and Discussion

Preliminary findings give a broad-based analysis of digital literacy of teachers and the use of technologies in the classroom (Bozkurt et al, 2015). This focuses on:

• The study design elements ( collaborative learning, experiments and reviews)
• Publication type ( Journals on digital technology, research and review studies)
• Discipline areas
• Research validity

All studies pointed at multiple correlation between media competency and a combination of digital applications. Among these was mobile technology (Adiguel & Avci, 2017), digital applications (Hainey, et al., 2014: Chawinga, 2017: (Hess & Gunter, 2013) and technology forms learning activities in formal and informal learning (Romrell, Kidder, & Wood, 2014: Usher, 2018: Yu, 2012). Collaborative learning comes out in a study where student participation features as a factor infuencing the instructors attitude (Adiguel & Avci, 2017). Digital applications take up a contextual analysis in order to accommodate for subject specific learning. Promoting efficiency through relevant material is a moderator across most of the studies on experiential learning (Bozkurt, et al., 2015: Zhongliang, Pinjamaa, Mikkonen, & Ammadd-ud-din, 2014). Understanding the target population is a limitation because it views the learning environment from students and teachers perspective only.

Peer discussions on competency in media literacy incorporate the cultural perspective in order to criticize the digital learning (Usher, 2018). A theme-based approach to the study looks at institutions of higher learning and open learning system for a random effect. Analyzing digital learning in the pedagogical setting summarizes the effect in order to avoid non-significant results. Although there is evidence of publication bias, the metaanalysis a wide spread analysis of reviews and experimental studies. Results from this metaanalysis provide a framework designed for effective classroom performance. Digital learning offers a flexible approach to learning and it includes task-based applications for different focus areas. The inclusion of media literacy in the national curricula is due to the quality factor (Yu, 2012). From this investigation, it is clear that pedagogical learning is a serious national and international issue. Addressing accessibility and quality issues in the development of e-learning competencies involves the teacher student interaction and its limitations. This framework guides this metaanalysis with an emphasis of integrated digital media for future research.

Studies on the integration of media literacy through mlearning activities narrows down the digital learning benefits for target specific contexts (Romrell, Kidder, & Wood, 2014). However, the broader perspective of learning benefits is comprehensive (Zhongliang, Pinjamaa, Mikkonen, & Ammadd-ud-din, 2014). The virtual learning platform is complex and requires skillful manipulation in order to obtain the desired outcome. Sampling methods in the research feature young adults, training goals, and the role of task in creating a functional experience (Anne, Wendy, & Arthur, 2013). A World Bank sponsored research on technology and education  identifies some research questions that feature in technology and education today ( Trucano, 2015). The questions map ideas in the changing ICT context in different times and contexts with the role of eLearning in the academic sphere as an emerging frontier. In this study, teachers integrate computer technology like the internet in academic learning because of its benefits

Hess & Gunter (2013) supports advanced skills in digital learning suggesting further research into the use of game based and non-game based online courses. Due to the success of digital media, its impact on student performance is a motivation to instructor’s adoption of ICT skills. Social focus studies cite online format and designs as necessary in creating positive outcomes (Davis, Keeney-Kennicutt, Cifuentes, Goetz, & Merchant, 2014). Internet based digital technology is transformative and flexible. It supports personal learning and group interaction. The consistency in objective learning becomes effective because of innovative digital learning. Mobile learning supports collaborative challenges despite its challenges (Grafe & Tulodziecki, 2012: Adiguel & Avci, 2017: Ozdamlin & Keser, 2012).  As the world moves into the digital age, different applications feature as communication tools in a learning environment. Emerging trends come with benefits and challenges. Maximizing on the advantages of digital media in pedagogical learning reduces its limitations. As an educational platform, e learning has economic benefits because it enhances learning competencies in an ICT based economy (Anne, Wendy, & Arthur, 2013).

5.0 Conclusion

This metaanalyis dissects digital literacy from the pedagogical perspective in order to answer the research question. The holistic approach draws from a multifaceted view of integrated digital learning as an effective model for academic performance. A Meta analysis of quantitative data supported by inferential data reveals that media literacy for teachers is important for society today. However, digital applications in the education system require polished ICT skills for effective course delivery. Teachers seek media literacy for professional competency in an ICT driven environment. Instructional material and learning strategies recommend the adoption of modern trends in contemporary learning system. This meta-analysis widens the concept of digital learning in the contextual perspective by delving into its benefits and challenges of attaining digital skills. Evidently, this is a project for future research development because there are existing knowledge gaps in this sphere. Innovative learning motivates teachers who engage in creativity for successful and competent implementation of strategic digital media. The quantitative research on conventional modes of instructions proves that training the teacher in digital learning reinforces media literacy in a behavioral change processes. The systematic integration of appropriate research and the use of empirical evaluations weighs the level of competence expectation, integration of learning activities and technique designs.

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