Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century
Peer reviewed, Journal article
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Original versionEuropean Journal of Teacher Education. 2020. https://doi.org/10.1080/02619768.2020.1849129
Digitalisation provides valuable opportunities for learning; however, it imposes demands on teachers. Teachers are expected not only to be profound users of educational technologies but also to engage in the design of digital environments such as online courses, learning management systems, and mobile applications. This article argues that originated in cultural-historical traditions, Galperin’s pedagogical theory might offer an approach to outline the pedagogic design principles of digital environments to empower teachers to develop their digital identity, enhance students’ learning and their development as learners. Two empirical snapshots are presented to exemplify the use of Galperin’s theory to design assignments and modules in digital learning environments. By engaging in learning and design of digital environments based on the suggested design principles, teachers and students may reposition themselves as active agents in knowledge practices to nurture teacher digital identity and enhance students’ capacity in learning to learn.