This qualitative case study investigates L2-teachers’ perceptions and integration of digital literacy. Two qualitative semi-structured interviews were conducted, one group interview with two participants, and one interview with a single participant. The aim of the interviews was to find out about teachers’ pedagogical choices regarding digital literacy, practicality on digital issues, and the perception of the curriculum with digitality as an aspect and consideration. To answer these formulations three themes were adopted, these were pedagogy, practicality and curriculum. There was an indication that teachers were divided between different ideologies which affected them in their classroom regarding technology use. These ideological issues consequently affected factors such as beliefs, explicitness, responsibility of work, creativity and criticality, which were factors dividing the teachers apart concerning their view of digital literacy.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-28759 |
| Date | January 2017 |
| Creators | Sen, Enes Ahmet |
| Publisher | Malmö högskola, Fakulteten för lärande och samhälle (LS), Malmö högskola/Lärande och samhälle |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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