Identity and digital equity: Reflections on a university educational technology course

Abstract

This inquiry explored preservice teachers (PSTs) developing learner and professional identities while participating in a university course that explicitly incorporates the use of technology into teaching. The paper posits that it is important for initial teacher education to explicitly engage with the role of technology in these developing identities to minimise the risk of digital inequity, both for PSTs’ learning and that of their future students. Two central questions are addressed: How did PSTs make sense of their identities as they took part in an educational technology course? And what challenges did they encounter in incorporating technology into their learning experiences? An exploratory case study of a group of tutors and participating students in an ongoing action research project directed at redesigned educational technology and innovation course at a higher education institution was undertaken for this inquiry. By critically interrogating students’ reflexive accounts and focus group discussions with academics teaching into the course, this inquiry has investigated and built emerging explanations in relation to identity and digital equity.

Teacher identity in technology-assisted language learning: Challenges and affordances

“…The Risk of Digital Inequity (4.55%). McLay and Reyes (2019) explored identity and digital equity by conducting an exploratory case study to learn about participants’ reflections on the role of technology in developing identity. McLay and Reyes reported that failing to address the feeling of discomfort with technology (i.e.…”

Current state of research on the use of technology in language teacher education and professional development

“…McLay and Reyes (2019) argued that preservice teachers’ attitudes toward the role of technology influence their developing identity. For example, if they lack autonomy or feel overwhelmed by educational technology, they experience digital inequity, which impacts their professional identity.…”

“…By forming communities of practice, preservice teachers can exchange their educational experiences and keep abreast of the most recent research findings and develop a collaborative identity (Cho, 2016). As regards the challenges of TALL, negative self‐image (Vella, 2013) for those teachers who suffer from poorer digital literacy (McLay & Reyes, 2019) and a sense of digital inequity for those who lack autonomy or feel overwhelmed by educational technology are the most salient challenges confronting teacher education programs in TALL environments.…”

Enacting Smart Pedagogy in Higher Education Contexts: Sensemaking through Collaborative Biography

“…A recurring theme unearthed in our collective biographies is that in enacting smart pedagogy we regularly encountered discomfort which in turn became useful as an integral “part of the teachers’ identity” (Daniela 2019 , p. 18). In our conversations, we agreed to be open “to develop new ways of being learners and teachers in relation to technology” (McLay and Reyes 2019a , p. 24). We now share two more narratives that highlight how identities emerged in the intersection of discomfort and smart pedagogy.…”