Developing an integrated, situated model for digital literacy in pre-service teacher education
This article draws on the findings of a qualitative case study of the digital practices and perceptions of four pre-service, English teachers in order to make the case for an integrated, situated approach to digital literacy which takes identities into account. The case study highlighted the ways in which the student teachers’ perceptions of their own digital proficiency and of the affordances of the digital acted as barriers within their classrooms. Drawing on insights from New Literacy Studies and Authentic Learning theorists, the article describes how the authors used these findings to inform subsequent curriculum design and pedagogy. It argues that in order for student teachers to engage meaningfully with the digital, they need to be provided with models and authentic tasks within the discipline that enable them to explore and reflect on how to use the affordances of the digital as a tool for learning in their classrooms.
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