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6.1 DeFT Project Methodology

The project team comprised academics from both Universities including a project lead, the principal investigator, the academic lead and three researchers; a project manager and assistant manager,  teachers from 10 primary (including early years) and secondary schools in South Yorkshire; PGCE tutors and students at two universities in Sheffield (Sheffield Hallam University and University of Sheffield); supported by partners from public and commercial sector – Yorkshire and Humber Grid for Learning; Sheffield Children’s Festival;  and creative industry SMEs (small-medium enterprises) Learning Connections and realsmart.

The project activities were centred on producing case studies of digital practices and resources to support effective practice with digital literacy for teachers at all stages of their careers. The case studies served as a mechanism for project partners to explore new methods of engagement with digital literacy, as well as focus on barriers and enablers in the uptake of digital tools for teaching and learning, with an emphasis on issues involved in sharing resources and good practice between peers. Teachers linked with an academic advisor and another member of the project team who supported them with at least three visits to school, and liaised with technical partners where necessary.  The project also explored the intersections of digital literacy and creativity, collaborating with Sheffield Children’s Festival and realsmart, the team developed the Digital Bloom strand of the project – the Digital Bloom installation (see Case Study 14) and Digital Bloom online, both of which offer a space to showcase the individual understandings of digital literacy made by learners in participating schools involved with the project.

See also:

6.1.1 Reflexive Aspects of Project Methodology
6.1.2 Reflexive Moments in the Project
6.1.3 Reflective Analysis of Digital Practices in the Project


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