A Longitudinal Look at Digital Skills Development in Teachers and students: Results from a Two-Year Mixed-Methods Case Study into Self-Perceived Digital Skills

ID: 54152 Type: Full Paper
  1. Michel Leger, Université de Moncton, Canada
  2. Viktor Freiman, University of Moncton, Canada

Thursday, March 21 2:15-2:45 PM Location: Sunset 6 View on map

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Abstract: In this longitudinal look at digital competence in teachers, we look to better understand the development of self-perceived digital skills over time in teachers from a school that has recently undertaken a technological shift in its educational environment. Building on previous studies into the use of technology for learning in Middle school students and educators, this present single case study uses a mixed methods approach to examine more specifically how teaching staff adapts to a newly established technology-rich educational environment, in terms of their personal sense of digital competence. Our study aims to contribute to an apparent dearth in the literature regarding the development of lifelong digital literacy skills, focusing on the importance of digitally competent teachers in an education system which aspires to produce graduates who are well prepared for life in the 21st century. We still do not fully understand how digital skills are acquired and how they evolve over time, both in young people growing up in a digital world as well as in adults living in an increasingly digital world. This study presents results from a two-year period and shows that teachers and students who are exposed to a technology-rich environment can develop a personal sense of digital competency.


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