Teachers’ attitudes can have an important effect on their capacity and desire to develop digital literacy in the classroom. Where teachers express concerns, they are less likely to engage with technologies in the curriculum. However, when teachers have positive views towards technologies, they feel more able to take risks and challenge traditional practices. With regard to professional development Pountney (2003) finds teachers’ dispositions towards training in ICT to be shaped by complex models of compliance and autonomous activity. This signals the importance of providing time for student teachers to examine and reflect on their attitudes and beliefs during their initial training programmes. The case studies carried out in the two HEI institutions involved in this project highlight the benefits of engaging students in this process. (See Case Study 11, Case Study 12, and Case Study 13)
This review of barriers and enablers to good practice in digital literacy is not intended to be exhaustive, but offers an overview of the key challenges and opportunities. The case studies provide an illuminative insight into both barriers and enablers and illustrate how a barrier can be transformed through the provision of appropriate support and resources.