Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.690911
Title: Never mind the gap! : digital differences between students and teachers
Author: Tešić, Zoran
ISNI:       0000 0004 5915 9964
Awarding Body: Canterbury Christ Church University
Current Institution: Canterbury Christ Church University
Date of Award: 2016
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Abstract:
Although there has been an increase in the availability of digital technology and related media (DT&RM) in many educational institutions across the UK, it has been frequently suggested that the barrier to the successful development of an effective digital learning environment is teachers' (digital immigrants) lack of technological proficiency to take into account the needs of the new digital generation of students (digital natives). With the aim of contributing to this debate, I investigated the adoption of technology by exploring digital differences between a population of students (n = 444) and teachers (n = 158) in a further education (FE) college in South East England, addressing the research question, 'In what ways do students and teachers differ in how they relate to digital technology in the context of teaching and learning practices?' In order to understand more about how students and teachers relate to DT&RM, this study utilised sequential mixed methods research with a collaborative approach to data collection. This entailed giving the participants a voice and an active role in some aspects of the qualitative recording of evidence, as well as enabling a reflection on the processes of the study. The results of the research indicate differences in digital awareness and the ability to use DT&RM among students and teachers. Although observable, those differences are not specific or age- or gender-related. The findings suggest that many participants among students and teachers struggle with and have limited knowledge of technology, and that differences in how they relate to DT&RM are associated with the different roles they play in an educational setting, as well as the role that technology plays in meeting their individual needs. The data also indicates that both groups of participants recognised the potential of using DT&RM in the classroom. Furthermore, they presented critical awareness of technology, seeing the role of technology in education as supportive rather than transformational.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.690911  DOI: Not available
Keywords: LB Theory and practice of education ; LB1028.3 Computers in education
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