Thiago Hinkel

Topic

The Use of Digital Technologies by Teachers in Their Pedagogical Practice and the Experiences and Conditions that Enable Their Work: A Case Study

Department of Curriculum and Instruction

Date & location

• Thursday, April 25, 2024

• 11:00 A.M.

• Clearihue Building

• Room B007 and Virtual

Reviewers

Supervisory Committee

• Dr. Kathy Sanford, Department of Curriculum & Instruction, University of Victoria (Supervisor)

• Dr. Ted Riecken, Department of Curriculum & Instruction, UVic (Member)

• Dr. Tim Hopper, School of Exercise Science, Physical & Health Education, UVic (Outside Member) 

External Examiner

• Dr. Julie Mueller, Faculty of Education, Wilfrid University 

Chair of Oral Examination

• Dr. Jutta Gutberlet, Department of Geography, UVic

   

Abstract

Digital technologies are pervasive in many areas of life in the 21st century, including education (Haleem et al., 2022), and teachers and schools have traditionally been associated with being responsible for developing in students the competencies that will allow them to fully participate in society. There are different frameworks and theories that discuss how student teachers should be educated to use digital technologies pedagogically and how students in schools should learn to use them. Based on a selection of three theories, Digital Literacies, Technological Pedagogical Content Knowledge (TPACK), and Maker Pedagogy and Pedagogical Hacking, this study sought to investigate how and to what purposes teachers used digital technologies in their practice for teaching and learning. Additionally, it aimed at understanding some of the experiences and conditions that allowed teachers to do the work they did.

Framed as a qualitative case study, this research drew on literature, the researcher experience, curricular policies, and the experiences and perceptions of four teachers who were known in their schools for the work they did with digital technologies. Findings show that formal education played a decisive role in educating teachers to use digital technologies in their practice. Constant changes brought about by new technological inventions, curriculum renewal, and teachers recognizing themselves as unfinished contributed to teachers engaging in continuing learning practices. These practices happened mainly by means of collaboration with peers and students, professional development opportunities, and looking for help online.

Regarding digital literacies, participants recognized the importance of exposing students to different genres and giving learners the opportunity to communicate their learning and express themselves by means of different formats. Participants also recognized that equipment availability, connection reliability, and foundational digital competencies were required for any work with digital technologies to be properly done in schools. Student privacy appeared as paramount for participants. There were different systems in place such as lessons, discussions, and privacy impact assessments (PIAs) to guarantee student safety when going online, and these promoted different strategies that allowed students to develop a sense of digital citizenship. In conclusion, the study indicated that technology played an important role in instructional delivery and in student activities with a focus on real-life application. Surprisingly, teacher librarians demonstrated a vital role in the schools, providing support for both teachers and students.

Keywords: 21st century competencies, digital literacies, digital technologies, teacher education, teacher work, TPACK, maker pedagogy, pedagogical hacking, teacher librarianship.