Learning from the early adopters: developing the Digital Practitioner

  • Liz Bennett School of Education and Professional Development, University of Huddersfield, Huddersfield, UK
Keywords: pedagogic goal, belief, digital practitioner, motivation, framework, model

Abstract

This paper explores how Sharpe and Beetham’s Digital Literacies Framework which was derived to model students’ digital literacies, can be applied to lecturers’ digital literacy practices. Data from a small-scale phenomenological study of higher education lecturers who used Web 2.0 in their teaching and learning practices are used to examine if this pyramid model represents their motivations for adopting technology-enhanced learning in their pedagogic practices. The paper argues that whilst Sharpe and Beetham’s model has utility in many regards, these lecturers were mainly motivated by the desire to achieve their pedagogic goals rather than by a desire to become a digital practitioner.

Keywords: pedagogic goal; belief; digital practitioner; motivation; framework; model

(Published: 24 July 2014)

Citation: Research in Learning Technology 2014, 22: 21453 -http://dx.doi.org/10.3402/rlt.v22.21453

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Author Biography

Liz Bennett, School of Education and Professional Development, University of Huddersfield, Huddersfield, UK

I am Course Leader for an MSc in Multimedia and Elearning.  My doctorate explored the use of Web 2.0 tools by lecturers and identified characteristics of those who adopt elearning practices in their teaching. 

I am interested in online and blended learning, students as partners, online assessment practices and learning analytics.  

Published
2014-07-24
How to Cite
Bennett, L. (2014). Learning from the early adopters: developing the Digital Practitioner. Research in Learning Technology, 22. https://doi.org/10.3402/rlt.v22.21453
Section
Original Research Articles