Choosing Digital Tools in Educational Scenarios: A Case Study with In-Service Teachers

Abstract

This paper examines the choices of digital tools made over traditional ones by 18 Greek teachers of foreign language, humanities, and arts, in educational scenarios during in-service blended training on script design. Each trainee submitted four scenarios and was free to select his/her own tools. Hierarchical cluster analysis performed on the participants, showed two groups, with the first group ending up with decreasing use of digital tools, whereas the other group exhibited a progressive increase, with constructive and collaborative categories being more popular. All disciplines increased the usage of communicative tools. Teachers of Humanities usually employ projections and Art teachers use more physical objects. Teachers of foreign languages tend to the fewest digital tools in every scenario. All trainees used more multidisciplinary tools than specialized ones; the latter was mostly applied by Art teachers. The research findings shed light on the trends revealed by teachers’ choices and enrich the knowledge base about the planning repertoires and logic of in-service teachers.