This study explored the degree of teachers’ centrality in the classroom while developing digital literacies of their students and the pedagogical strategies which are employed by teachers in this process. We conducted a bottom-up analysis on 65 semi-structured interviews (n = 4372 statements) based on two conceptual frameworks: the Digital Literacy framework and the 5Cs framework with a nation-wide sample of elementary and secondary-teachers. The findings offer a typology of four teacher prototypes regarding the degree of their centrality in a technology-enhanced classroom and the mapped pedagogical strategies employed by each prototype. Based on bottom-up coding, the study expands the above-mentioned frameworks regarding re-production thinking, socio-emotional thinking, e-communication, and collaboration literacies. We discuss the implications for educational theory and practice.
Bibliographical noteFunding Information:
This paper presents partial results of the study that was supported by the Chief Scientist Foundation, Israeli Ministry of Education. The grant recipients are Prof. Ina Blau, Dr. Gal Ben-Yehudah, and Prof. Yoram Eshet-Alkalai. The grant recipients are thankful to all the post-doctoral fellows, graduate students, and research assistants who worked on this project. The authors specially thank Ms. Orit Avdiel for contributing to the data analysis presented in this paper.
© 2021 ISTE.
- degree of teacher centrality in the classroom
- Digital literacy skills
- formative assessment in technology-enhanced learning
- online communication
- teacher prototypes