Technology-confident teachers enabling deep e-learning pedagogies

Abstract

There are various types of successful teachers in the use of e-learning pedagogies when delivering curriculum in primary school context. That is, novice users, intermediate users and confident/expert users. But little is known about how confident teachers successfully integrate technologies in a dynamic and rapidly changing classroom context to enable quality pedagogies. This study conducted a baseline survey of 42 teachers to select three confident/expert teachers to undergo nine interviews and six classroom observations. An interpretivist and qualitative approach enabled deeper understandings from these teachers, while expansive learning framework facilitated capturing the various interactivities between m-devices, learners, teachers and curriculum content. A case study method using two levels of analysis, thematic and theoretical, helped unfold the key factors that constitute quality e-learning pedagogies. This paper presents two of its five findings, explorative learning and device affordances, that were critical to confident/expert teachers to enable deep learning with technologies using multiple pedagogic strategies.