ERIC Number: EJ1038813
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Learning from the Early Adopters: Developing the Digital Practitioner
Research in Learning Technology, v22 2014
This paper explores how Sharpe and Beetham's Digital Literacies Framework which was derived to model students' digital literacies, can be applied to lecturers' digital literacy practices. Data from a small-scale phenomenological study of higher education lecturers who used Web 2.0 in their teaching and learning practices are used to examine if this pyramid model represents their motivations for adopting technology-enhanced learning in their pedagogic practices. The paper argues that whilst Sharpe and Beetham's model has utility in many regards, these lecturers were mainly motivated by the desire to achieve their pedagogic goals rather than by a desire to become a digital practitioner.
Descriptors: Computer Literacy, Models, Educational Practices, Web 2.0 Technologies, Phenomenology, Higher Education, College Faculty, Technology Uses in Education, Teacher Motivation, Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A