ERIC Number: EJ1305675
Record Type: Journal
Publication Date: 2021
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2223-7674
EISSN: N/A
Moving beyond the Tools: Pre-Service Teachers' Views on What They Value in a Digital Literacy Short Course
South African Journal of Childhood Education, v11 n1 Article 929 2021
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.
Descriptors: Preservice Teacher Education, Preservice Teachers, Undergraduate Students, Student Attitudes, Value Judgment, Program Length, Pedagogical Content Knowledge, Technological Literacy, Technology Integration, Authentic Learning, Course Objectives, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A