دورية أكاديمية
Educators' Understandings of Digital Classroom Tools and Datafication: Perceptions from Higher Education Faculty
| العنوان: | Educators' Understandings of Digital Classroom Tools and Datafication: Perceptions from Higher Education Faculty |
|---|---|
| اللغة: | English |
| المؤلفون: | Samantha Szcyrek, Bonnie Stewart (ORCID |
| المصدر: | Research in Learning Technology. 2024 32. |
| الإتاحة: | Association for Learning Technology. Gipsy Lane, Headington, Oxford OX3 0BO, UK. e-mail: enquiries@alt.ac.uk; Web site: https://journal.alt.ac.uk |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Electronic Learning, College Faculty, Data, Distance Education |
| تدمد: | 2156-7069 2156-7077 |
| مستخلص: | Research has shown that critical data literacies development for educators is seldom a core component of most campus conversations about datafication, even as extractive, datafied systems become pervasive throughout the higher education sector. This article outlines findings from an international, qualitative, Comparative Case Study (CCS) of university professionals teaching online during the COVID-19 pandemic. It overviews beliefs and barriers shaping educators' responses to datafication and focuses specifically on their perceptions of faculty development opportunities related to digital classroom tools and to datafication more broadly. The article presents insights into how faculty understands higher education's contemporary datafied infrastructure and highlights participants' voices about faculty professional development and critical data literacies. Based on our findings, we recommend formal faculty development and broader professional learning conversations as a means of enhancing faculty awareness and agency within the higher education sector. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1418399 |
| قاعدة البيانات: | ERIC |
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