FROM WOLVERHAMPTON TO BIRZEIT. INVESTIGATING THE DIGITAL HABITS OF UNIVERSITY LECTURERS IN THE UK AND PALESTINE. COMMONALITY, DIFFERENCE AND COLLABORATION

This paper explores and compares the digital habits of higher education lecturers in two Universities located in different social and cultural contexts, the University of Wolverhampton in the UK and Birzeit University in Palestine. The research arose from previous work and from discussions between collaborants during a seminar series in January 2012 in Birzeit.

In order to investigate these digital habits, an online survey was developed, piloted and implemented at both of the universities. The survey included sections on: biographical information; personal and professional use of ICT and attitudes towards that use; professional development and ICT; and barriers towards the integration of ICT. It was developed with reference to notions of digital literacy Futurelab (2010), factors of participatory culture Jenkins et al (2006) and next generation user skills Kay et al (2009) in addition to other literature sources.

The online questionnaire was deployed in two versions (Arabic and English) by email to all faculty members at both universities. Faculty members were given the choice to answer in the language in which they felt more comfortable with.

In addition, key participants were interviewed to provide greater insights into the mediating and moderating factors around the use of digital technology in each context. A semi-structured interview protocol was used in both contexts and was conducted in both Arabic and English.

The paper will present research findings around notions of commonality and difference between the digital habits of educators within the two contexts and their use of digital tools and environments. It will also highlight any potential barriers to their use. The paper will illustrate how the results have informed future curriculum development of joint CPD programmes that allow collaboration between educators in Palestine and the UK. This will then be used to leverage changes in teaching approaches by extending the analysis of digital habits to both students and lecturers as a basis for curriculum enhancement and innovation through the use and integration of digital tools into learning.