What Is the Degree of Teacher Centrality in Optimal Teaching of Digital Literacy in a Technology-Enhanced Environment? Typology of Teacher Prototypes

Autor/inn/en	Yondler, Yael; Blau, Ina
Titel	What Is the Degree of Teacher Centrality in Optimal Teaching of Digital Literacy in a Technology-Enhanced Environment? Typology of Teacher Prototypes
Quelle	In: Journal of Research on Technology in Education, 55 (2023) 2, S.230-251 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blau, Ina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2021.1950084
Schlagwörter	Teacher Role; Digital Literacy; Technology Uses in Education; Teaching Methods; Elementary School Teachers; Secondary School Teachers; Computer Mediated Communication; Cooperative Learning; Electronic Learning; Skill Development; Language Arts; Formative Evaluation; Foreign Countries; Thinking Skills; Social Emotional Learning; Evaluation Criteria; Israel + Suchen Sie Ihr Suchwort? Lehrerrolle; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Computerkonferenz; Kooperatives Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Sprachkultur; Ausland; Denkfähigkeit
Abstract	This study explored the degree of teachers' centrality in the classroom while developing digital literacies of their students and the pedagogical strategies which are employed by teachers in this process. We conducted a bottom-up analysis on 65 semi-structured interviews (n = 4372 statements) based on two conceptual frameworks: the Digital Literacy framework and the 5Cs framework with a nation-wide sample of elementary and secondary-teachers. The findings offer a typology of four teacher prototypes regarding the degree of their centrality in a technology-enhanced classroom and the mapped pedagogical strategies employed by each prototype. Based on bottom-up coding, the study expands the above-mentioned frameworks regarding re-production thinking, socio-emotional thinking, e-communication, and collaboration literacies. We discuss the implications for educational theory and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01