首页> 外文OA文献 >The digital identities of Southern African academics : what role does technological habitus play in the formation of academics' digital identities with regard to teaching and learning? a comparison between the National University of Lesotho and the University of the Witwatersrand.
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The digital identities of Southern African academics : what role does technological habitus play in the formation of academics' digital identities with regard to teaching and learning? a comparison between the National University of Lesotho and the University of the Witwatersrand.

机译:南部非洲学者的数字身份:技术习惯在教与学方面如何形成学者的数字身份?莱索托国立大学和威特沃特斯兰德大学之间的比较。

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摘要

The purpose of this study was to discover how technological habitus affects the formation of digitaludidentities (DIds) of Southern African academics as well as how this affects the integration of digitaludtechnologies (DTs) in teaching and learning. Through administered questionnaires and semistructuredudinterviews, data was collected from academics at the University of the Witwatersrand andudthe National University of Lesotho. The study uses Bourdieu’s theory of habitus and the concept ofudfield, as well as literature in the fields of Education and Sociology in this discovery. It was found outudin the study that different categories of habitus do have an influence in the formation of the digitaludidentities of academics, and that this affects ways in which academics integrate DTs in their teachingudand learning. The categories of habitus included; age, social class, DTs literacy as well as educationaludbackground. The study concluded that among other things, ways in which academics were taught, asudwell as times in which they studied have had much of a negative influence in their attitudes towardudDTs as well as their value in the field of education. The study also found out that because of theseudnegative attitudes towards use of DTs in education, most academics do not see a need for any form ofudtraining in DTs, and this resulted from a way of life in which they were born and educated.
机译:这项研究的目的是发现技术习性如何影响南部非洲学者的数字身份(DIds)的形成,以及如何影响教学中的数字数字技术(DTs)的整合。通过管理的问卷调查和半结构化的 udinterviews,数据从威特沃特斯兰德大学和莱索托国立大学的学者那里收集。该研究使用了布尔迪厄的惯性理论和 udfield概念,以及该发现中的教育和社会学领域的文献。在研究中发现,不同种类的习性确实会对学者的数字身份形成产生影响,并且这影响了学者将DT整合到他们的教学和学习中的方式。习性的类别包括;年龄,社会阶层,DT的素养以及教育背景。该研究得出的结论是,除其他外,学者的授课方式以及学习时间对他们对udDTs的态度及其在教育领域的价值产生了很大的负面影响。该研究还发现,由于对DTs在教育中的使用持否定态度,大多数学者认为不需要对DTs进行任何形式的培训,这是由于他们的出生和受教育的生活方式导致的。 。

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    Sekhohola Mary Mamokoena;

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  • 年度 2015
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  • 正文语种 en
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