Cultivating Collective Reflection on Experiences of Teaching with ICT

Abstract

The question of how to teach digital literacy attracts the attention of researchers, government agencies, parents, mass media, etc. This paper proposes that the teacher’s role is crucial: to teach digital literacies, teachers must have developed their own digital literacies. When defining digital literacies broadly, skills-based approaches to teacher training are not enough. Inspiration from ‘critical’ approaches to reflection adds to our understanding of how to develop digital literacies in schools. We propose the need for approaches where teachers are supported in jointly reflecting on their experiences of teaching with, and about, information and communication technologies (ICTs). Using the work of educationalist Paulo Freire, we argue the need to see action and reflection as an integrated whole.