A systematic review of primary school teachers’ experiences with digital technologies curricula

Stringer, Lynley Rose; Lee, Kerry Maree; Sturm, Sean; Giacaman, Nasser

doi:10.1007/s10639-022-11127-z

Cited by 6 publications

(4 citation statements)

References 44 publications

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“…This reconceptualization offers an important starting point for educators and policy makers to reconsider their roles facilitating supported digital resilience opportunities across informal and formal education. Education seeks to provide learning environments, that is, spaces where digital skills and knowledge can be learnt, practiced, mistakes made and with tailored support and guidance improvements sought continuously over time (Stringer et al, 2022). Total risk avoidance within school settings is therefore undesirable.…”

Section: Discussionmentioning

confidence: 99%

Using a socio-ecological framework to understand how 8–12-year-olds build and show digital resilience: A multi-perspective and multimethod qualitative study

2022

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Educationalists’, researchers’, and policy makers’ work on children’s digital resilience has marginalised the role of the broader context within which digital resilience is constituted, experienced and derived. We aimed to address this lacuna by exploring how pre-teen’s digital resilience operates as a dynamic socio-ecological process. Addressing this aim, we employed participatory methods and thematically analysed eight focus groups with children aged 8–12 years (n = 59) and 20 telephone interviews with parents/carers and teachers of 8–12-year-olds and internet safety experts to examine this issue. We used purposive sampling and collected data over three months (January-March 2020). Our analysis constructed a matrix of main themes, constituent, and cross-cutting sub-themes. By placing this within a socio-ecological framework, we illustrate how pre-teens’ digital resilience operates within and across differing four levels (individual, home, community and societal) and four domains (learning, recognising, managing, and recovery). The paper advances the literature by illustrating how children can be supported to build and show digital resilience within and across different levels and domains. It is argued that digital resilience should be re-conceptualised as a collective endeavour involving children at an individual level, parents/carers within home environments, youth workers, civil society, teachers, and schools at a community level, along with governments, policymakers, and the education system and internet corporations at a societal level. We conclude by providing practice and research recommendations guiding those supporting children to facilitate opportunities to thrive online.

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Section: Discussionmentioning

confidence: 99%

Using a socio-ecological framework to understand how 8–12-year-olds build and show digital resilience: A multi-perspective and multimethod qualitative study

2022

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“…Poor classroom facilities and resource-related challenges are reported (Sentance & Csizmadia, 2017;Mc Farlane, 2019), and gaps are found in professional development opportunities (Royal Society, 2017;Sentance & Csizmadia, 2017;McFarlane, 2019;Larke, 2019). Teachers express low confidence and low self-efficacy and require detailed lesson plans, more structured curricula and suitable resources (Stringer et al, 2022;Lockwood & Mooney, 2017;Royal Society, 2017).…”

Section: Policy Background -Literature Reviewmentioning

confidence: 99%

Neglected and Misaligned: A Study of Computer Science Teachers’ Perceptions, Beliefs and Practices Towards Primary Ict

Drenoyianni

Bekos

2023

EJES

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The present study attempts to explore aspects of teachers’ personal practical knowledge by investigating computer science teachers’ perceptions, beliefs, and practices towards Primary ICT just before a curriculum transition period and the replacement of the former program of studies with a “Computer Science” curriculum. For the needs of this investigation, an exploratory sequential mixed methods design was employed. Semi-structured interviews were conducted with 33 computer science teachers, while 157 were surveyed by means of a questionnaire developed from the analysis of qualitative data. The findings of the study indicated that there is a misalignment between the policy rationale towards ICT, teachers’ understanding of ICT and the implementation of ICT in the primary classroom. Due to teachers’ lack of professional-pedagogical knowledge, contextual factors and policy decisions, which consistently neglect teachers’ needs and personal practical knowledge, CS teachers have developed their own ways of theorizing, conceptualizing and practicing education in ICT. These findings are discussed within the light of the corresponding literature and suggest that structural and curricular transformations in digital education are condemned to carry within them the seeds of their own dismissal when they are not ingrained in the reality of classroom practice and on teachers’ practical knowledge, which entails their involvement in the design and formulation of any intended changes. Article visualizations:<img src="/-counters-/soc/0007/a.php" alt="Hit counter" />

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“…While the obstacles described above do not specifically refer to a DE training, we believe they are relevant in this specific domain as they are additional challenges involved with integrating this new discipline into curricula worldwide (Stringer, Lee, Sturm, & Giacaman, 2022). A thorough search of the relevant literature yielded no study to date that has focused on evaluating a TTT model in a DE training project.…”

Section: Digital Education Integrationmentioning

confidence: 99%

From Teacher to Teacher-Trainer: A Qualitative Study Exploring Factors Contributing to a Successful Train-the-Trainer Digital Education Program

Monnier

Avry

El-Hamamsy

et al. 2023

Preprint

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A systematic review of primary school teachers’ experiences with digital technologies curricula

Cited by 6 publications

References 44 publications

Using a socio-ecological framework to understand how 8–12-year-olds build and show digital resilience: A multi-perspective and multimethod qualitative study

Using a socio-ecological framework to understand how 8–12-year-olds build and show digital resilience: A multi-perspective and multimethod qualitative study

Neglected and Misaligned: A Study of Computer Science Teachers’ Perceptions, Beliefs and Practices Towards Primary Ict

From Teacher to Teacher-Trainer: A Qualitative Study Exploring Factors Contributing to a Successful Train-the-Trainer Digital Education Program

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