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

South African Journal of Childhood Education

Field Value
Title Moving beyond the tools: Pre-service teachers’ views on what they value in a digital literacy short course
Creator Strydom, Sonja C. Wessels, Helena Anley, Casey
Subject — authentic learning; digital literacy; learning technologies; teacher training; TPACK model
Description 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.
Publisher AOSIS
Date 2021-06-24
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — —
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/sajce.v11i1.929
Source South African Journal of Childhood Education; Vol 11, No 1 (2021); 11 pages 2223-7682 2223-7674
Language eng
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Rights Copyright (c) 2021 Sonja C. Strydom, Helena Wessels, Casey Anley