The article analyses strategies for classroom leadership in technology rich upper secondary classrooms, arguing that such strategies can involve technical, organizational, didactic and relational involvement elements. It suggests that these elements can be captured in an interactive, ecological model of classroom leadership. The findings are discussed in the light of theories on leadership as distributed influence, the classroom as a collaborative community of practice, and learning as collaborative, multimodal knowledge creation.
This circumscribed review analyzes recent sociocultural, qualitative research in digital literacies within pre-service teacher education. It focuses on what teacher educators are doing with respect to working with pre-service teacher education students and digital literacies conceived more in terms of social practices than as proficiency in using education technology tools. Analysis suggests digital literacies within pre-service teacher education are typically linked to out-of-school practices in order to help facilitate student teachers’ take-up of digital literacies in their own classrooms. The studies also suggest that projects that encourage and support collaboration are well received by pre-service teachers and seem to result in fruitful learning.
The purpose of this article is to explore how habits of using Information and Communications Technologies (hereafter ICT) and actual ICT skills relate to what has been called -Digital Natives.
The present study explores Digital Native-like people and other groups among two cohorts of students in their first year of university, contributing to the overall picture of Digital Natives as part of the young generation. The study combines survey data describing ICT and media use with test data describing performance-based ICT skills.