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Tác giả CN
| Burnett, Cathy. | |
Nhan đề
| Pre-service teachers’ digital literacy practices: exploring contingency in identity and digital literacy in and out of educational contexts /Cathy Burnett | |
Thông tin xuất bản
| 2011 | |
Mô tả vật lý
| p. 433-449 | |
Tóm tắt
| This paper highlights the significance of teacher identity to debates about the disconnect between digital literacies within and beyond school by exploring pre-service teachers’ perspectives on digital literacy practices in their personal and professional lives. It uses aspects of Giddens’ work on self-identity to frame an analysis that suggests firstly that individuals engage in digital literacies in ways that reflect and uphold context-specific identities, and secondly that the drive to sustain a consistent ‘narrative of self’ may be significant to individuals’ engagement with new technologies. This in turn highlights the contingency of digital experience, which may be framed by a fluctuating sense of appropriateness, legitimacy and risk. This makes a new contribution to understanding why skills, orientations and attitudes associated with digital literacies do (or do not) survive the transition to educational contexts and is particularly relevant at a time when policy and research have suggested that current educational practice is outmoded. The paper argues that, if progress is to be made in investigating and developing pedagogies that capitalise on the potential of new technologies, then greater consideration needs to be given to how teachers experience digital literacy practices across different domains of their lives | |
Đề mục chủ đề
| Ngôn ngữ--TVĐHHN | |
Thuật ngữ không kiểm soát
| Identity. | |
Thuật ngữ không kiểm soát
| Giddens. | |
Thuật ngữ không kiểm soát
| Pre-service teachers. | |
Thuật ngữ không kiểm soát
| ICT. | |
Thuật ngữ không kiểm soát
| Digital literacy. | |
Thuật ngữ không kiểm soát
| Teacher education. | |
Nguồn trích
| Language and education- 2011, Vol25, N.5 |
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| 245 | 10|aPre-service teachers’ digital literacy practices: exploring contingency in identity and digital literacy in and out of educational contexts /|cCathy Burnett |
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| 260 | |c2011 |
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| 300 | |ap. 433-449 |
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| 362 | 0|aVol. 25 (September 2011) |
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| 520 | |aThis paper highlights the significance of teacher identity to debates about the disconnect between digital literacies within and beyond school by exploring pre-service teachers’ perspectives on digital literacy practices in their personal and professional lives. It uses aspects of Giddens’ work on self-identity to frame an analysis that suggests firstly that individuals engage in digital literacies in ways that reflect and uphold context-specific identities, and secondly that the drive to sustain a consistent ‘narrative of self’ may be significant to individuals’ engagement with new technologies. This in turn highlights the contingency of digital experience, which may be framed by a fluctuating sense of appropriateness, legitimacy and risk. This makes a new contribution to understanding why skills, orientations and attitudes associated with digital literacies do (or do not) survive the transition to educational contexts and is particularly relevant at a time when policy and research have suggested that current educational practice is outmoded. The paper argues that, if progress is to be made in investigating and developing pedagogies that capitalise on the potential of new technologies, then greater consideration needs to be given to how teachers experience digital literacy practices across different domains of their lives |
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| 650 | 17|aNgôn ngữ|2TVĐHHN |
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| 653 | |aIdentity. |
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| 653 | |aGiddens. |
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| 653 | |aPre-service teachers. |
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| 653 | |aICT. |
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| 653 | 0|aDigital literacy. |
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| 653 | 0 |aTeacher education. |
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| 773 | 0|tLanguage and education|g2011, Vol25, N.5 |
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