Exploring Maltese teachers’ dispositions to practise digital equity in the classroom

Abstract

Dispositions are predicative of future performance and the COVID-19 pandemic provided an authentic context where teachers could develop their dispositions towards the innovative use of digital technology. It is the aim of this study to investigate the teachers’ dispositions, their beliefs and strategies to facilitate digital equity and inclusion in multicultural classes, when they (1) recognise the students’ differences in digital access, (2) use digital technology for teaching and learning and (3) facilitate inclusive practices to integrate all students. 32 primary class teachers from different localities in Malta participate in this case study, 11 in the narrative scenarios and 21 during the online semi-structured individual interviews. Teachers share their beliefs and strategies on the use of digital technology during the suggested four narrative scenarios. During the interviews, teachers discuss their experiences when using digital technology in diverse classes. They explain why they use digital technology and how they believe students learn best. Teachers describe how they try to understand the students, and how in their role as a teacher they strive to mediate the values of society especially by promoting inclusion and integration. The metaphor of the educational ecosystem is used as a framework to interpret the data from the narrative scenarios and interviews. It provides a lens to view the opportunities and challenges, the teachers encounter by the three ecosystem’s levels; the macro, the meso and micro levels. Data was thematically analysed and the determinants which influence the teachers’ dispositions identified. These include the digital affordances to learn and live together during the COVID-19 pandemic, the school support in delivering special activities in heterogenous schools, the teachers’ expectations from the parents in forming partnership through the social media and the student’s diversity and uniqueness in acting as brokers between the school and home. Throughout this process the teachers’ dispositions evolve from the disposition to care, to interact mutually, to give personal attention and finally to include all students. Recommendations for future research related to the identified teachers’ dispositions are suggested.