Assessing Digital Fluency among Teacher-Educators in University Schools of Education: The case of Tanzania

Simple item page
dc.contributor.authorFulgence, Katherine
dc.date.accessioned2020-11-13T07:11:45Z
dc.date.available2020-11-13T07:11:45Z
dc.date.issued2020-03-03
dc.description.abstractThis study assesses digital fluency among university teacher educators given its relevance in education industry. Digital fluency refers to educators‘ knowledge about digital tools and ability to make critical, creative, and autonomous blending of their potentials to realize teaching and learning objectives. Largely, the teacher education curriculum the educators studied did not integrate digital fluency as a key competence making the subject of interest to explore. The study established dimensions of digital fluency as a concept through literature review. The study used SAMR (Substitution, Augmentation, Modification, and Redefinition) model with its four levels of technology integration as a framework for assessing teacher educators‘ digital fluency. Data were collected through survey and interviews from 90 teacher educators at the university level including the management in schools of education. Findings show that most of the teacher educators perceive to have digital fluency at the substitution level, which is the lowest level. Educators with Information and Communication Technology (ICT) and science backgrounds sound to be more digitally fluent compared to the ones from the fields of humanities and social sciences, partly due to discipline exposure. The study contributes knowledge towards digital fluency as a key competence for teacher educators. Higher Education Institutions need to explore mechanisms for developing digital fluency skills in line with the preparation of 21st century teachers taking into consideration variations among educators‘ disciplines. Further research can shed light on the competence profile of digitally fluent teacher educators.en_US
dc.description.sponsorshipUniversity of Dar es Salaamen_US
dc.identifier.citationFulgence, K. (2020). Assessing Digital Fluency among Teacher-Educators in University Schools of Education: The Case of Tanzania. 786th International Conference on E-Education, E-Business, E-Management and E-Learning (IC4E) conference held between 2nd - 3rd March, 2020. Abu Dhabi, UAE.en_US
dc.identifier.urihttp://hdl.handle.net/20.500.11810/5501
dc.publisherThe IRES International Conference, Abu Dhabi, UAEen_US
dc.subjectDigital Fluency, Teacher Educators, Tanzaniaen_US
dc.titleAssessing Digital Fluency among Teacher-Educators in University Schools of Education: The case of Tanzaniaen_US
dc.typeConference Proceedingsen_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Assessing Digital Fluency among Educators in Schools of Education_The Case of Tanzania.pdf
Size:
600.83 KB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Department of Educational Foundations,Management and Lifelong Learning