Digital mindsets: teachers' technology use in personal life and teaching

Research output: Contribution to journalArticleResearchpeer-review

15 Citations (Scopus)

Abstract

Over the last few years there have been important calls for new literacies to become an integral part of language education. Yet traditional approaches to technology continue to persist in many contexts. Although the role of teachers in this problem has been acknowledged, little is known about how teachers? everyday digital literacy practices influence teaching with technologies. Informed by Literacy Studies, the paper reports the findings from a larger qualitative study and explores the relationship between technology use in personal and professional domains of three language teachers. The study found that the participants? digital mindsets, comprising assumptions about affordances of digital technologies, shaped the ways in which the participants used digital technologies within and beyond classrooms. New literacies required creative and elaborated assumptions about affordances; however, these understandings had different significance for the participants. The article explains why teaching new literacies continues to be challenging and suggests implications for teachers? professional learning and education and language pedagogy.
Original languageEnglish
Pages (from-to)124 - 139
Number of pages16
JournalLanguage Learning and Technology
Volume19
Issue number3
Publication statusPublished - 2015

Cite this

@article{94ffe9eecb69478c8c75d77f76482ccf,
title = "Digital mindsets: teachers' technology use in personal life and teaching",
abstract = "Over the last few years there have been important calls for new literacies to become an integral part of language education. Yet traditional approaches to technology continue to persist in many contexts. Although the role of teachers in this problem has been acknowledged, little is known about how teachers? everyday digital literacy practices influence teaching with technologies. Informed by Literacy Studies, the paper reports the findings from a larger qualitative study and explores the relationship between technology use in personal and professional domains of three language teachers. The study found that the participants? digital mindsets, comprising assumptions about affordances of digital technologies, shaped the ways in which the participants used digital technologies within and beyond classrooms. New literacies required creative and elaborated assumptions about affordances; however, these understandings had different significance for the participants. The article explains why teaching new literacies continues to be challenging and suggests implications for teachers? professional learning and education and language pedagogy.",
author = "Ekaterina Tour",
year = "2015",
language = "English",
volume = "19",
pages = "124 -- 139",
journal = "Language Learning and Technology",
issn = "1094-3501",
number = "3",

}

Digital mindsets: teachers' technology use in personal life and teaching. / Tour, Ekaterina.

In: Language Learning and Technology, Vol. 19, No. 3, 2015, p. 124 - 139.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Digital mindsets: teachers' technology use in personal life and teaching

AU - Tour, Ekaterina

PY - 2015

Y1 - 2015

N2 - Over the last few years there have been important calls for new literacies to become an integral part of language education. Yet traditional approaches to technology continue to persist in many contexts. Although the role of teachers in this problem has been acknowledged, little is known about how teachers? everyday digital literacy practices influence teaching with technologies. Informed by Literacy Studies, the paper reports the findings from a larger qualitative study and explores the relationship between technology use in personal and professional domains of three language teachers. The study found that the participants? digital mindsets, comprising assumptions about affordances of digital technologies, shaped the ways in which the participants used digital technologies within and beyond classrooms. New literacies required creative and elaborated assumptions about affordances; however, these understandings had different significance for the participants. The article explains why teaching new literacies continues to be challenging and suggests implications for teachers? professional learning and education and language pedagogy.

AB - Over the last few years there have been important calls for new literacies to become an integral part of language education. Yet traditional approaches to technology continue to persist in many contexts. Although the role of teachers in this problem has been acknowledged, little is known about how teachers? everyday digital literacy practices influence teaching with technologies. Informed by Literacy Studies, the paper reports the findings from a larger qualitative study and explores the relationship between technology use in personal and professional domains of three language teachers. The study found that the participants? digital mindsets, comprising assumptions about affordances of digital technologies, shaped the ways in which the participants used digital technologies within and beyond classrooms. New literacies required creative and elaborated assumptions about affordances; however, these understandings had different significance for the participants. The article explains why teaching new literacies continues to be challenging and suggests implications for teachers? professional learning and education and language pedagogy.

M3 - Article

VL - 19

SP - 124

EP - 139

JO - Language Learning and Technology

JF - Language Learning and Technology

SN - 1094-3501

IS - 3

ER -