ERIC Number: EJ1418399
Record Type: Journal
Publication Date: 2024
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2156-7069
EISSN: EISSN-2156-7077
Educators' Understandings of Digital Classroom Tools and Datafication: Perceptions from Higher Education Faculty
Samantha Szcyrek; Bonnie Stewart; Erica Miklas
Research in Learning Technology, v32 Article 3040 2024
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.
Association for Learning Technology. Gipsy Lane, Headington, Oxford OX3 0BO, UK. e-mail: enquiries@alt.ac.uk; Web site: https://journal.alt.ac.uk
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A