Towards the social practice of digital pedagogies: teachers' ICT literacy in contemporary primary schools

Dakich, Eva (2009) Towards the social practice of digital pedagogies: teachers' ICT literacy in contemporary primary schools. PhD thesis, Victoria University.

Abstract

Information and communication technologies (ICT) have been introduced to schools without fundamentally changing learning and teaching. In most cases they have been adapted to traditional school structures, classroom organisation and existing pedagogical practices, falling short of facilitating significant educational and cultural shifts. The promise of ICT to transform teaching and learning in schools has not yet been realised due to a range of barriers including teachers' lack of confidence and pedagogical understanding in drawing on the potential of digital technologies. This dissertation explored connections between teachers' ICT literacy and pedagogical practices. The aims of the research were to study the situated nature of ICT integration and to portray the knowledge and skills that would help teachers facilitate new, ICT-rich social practices of teaching and learning in contemporary primary schools.

Item type Thesis (PhD thesis)
URI http://vuir.vu.edu.au/id/eprint/30068
Subjects Historical > Faculty/School/Research Centre/Department > School of Education
Current > FOR Classification > 1303 Specialist Studies in Education
Keywords primary education, educational technologies, computer literacy, teaching, learning, Victoria
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