Moving beyond the tools: Pre-service teachers’ views on what they value in a digital literacy short course

Sonja C Strydom,Casey Anley,Helena Wessels

doi:10.4102/sajce.v11i1.929

Sonja C Strydom, Casey Anley + Show 1 more

Open Access

https://doi.org/10.4102/sajce.v11i1.929

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Abstract

Background: A digital literacies short course, rooted in a pedagogical model of authentic learning and mapped against the TPACK model, was conceptualised and implemented to enhance the existing digital literacies and technological pedagocial content knowledge of student teachers and to promote an awareness of technology-enhanced curriculum practices.Aim: In aiming to inform course improvement, our study interrogates student teachers’ perceptions of the aspects that they valued in the short course.Methods: Guided by social constructivism and situated within a qualitative paradigm, twenty-four 2nd and 3rd year Bachelor of Education (BEd) students who completed the course participated in three semi-structured focus group interviews whereby data was analysed by means of constant comparison analysis.Results: Findings suggest participants found value in authentic tasks and assignments as well as the process of knowledge creation. They did, however, differ in their views of the purpose and aim of such a course.Conclusion: This study contributes to the gap in South African research and the growing South African interest in preparing teachers in adopting technology-enhanced practices and curriculum changes in schools, and argues that standardised theoretical training courses ignoring psycho-socio-cultural factors and individual differences should be reconsidered.

Highlights

Within the higher educational context, numerous discussions continue regarding the notion of digital literacy and expectations about student skills and attributes related to learning technologies
We would like to draw on the work of Rushby and Surry (2016) to emphasise that reference to learning technologies argues for a diminished status of technology, and rather a focus on the practice of learning
The purpose of this article is not to evaluate the short course content nor to report on the expected development of students’ digital literacy skills, but rather to highlight the aspects and approaches included in such a course that were of value to pre-service teachers

Summary

Introduction

Within the higher educational context, numerous discussions continue regarding the notion of digital literacy and expectations about student skills and attributes related to learning technologies It is, for instance, expected of higher education (HE) institutions to promote graduate attributes that will assist students in being engaged and responsive citizens and to be prepared for the world of work (Barnett 2012). Role-players should consider the various ‘cognitive, motoric, sociological and emotional skills’ related to digital devices as opposed to only focusing on the ability to negotiate and use such devices (Eshet 2012:267) Such an approach highlights the importance of what the role and value of learning technologies should be when promoting students’ digital literacy skills. A digital literacies short course, rooted in a pedagogical model of authentic learning and mapped against the TPACK model, was conceptualised and implemented to enhance the existing digital literacies and technological pedagocial content knowledge of student teachers and to promote an awareness of technology-enhanced curriculum practices

Objectives

Results

Conclusion