A case study of computer science lecturer’s selection and use of digital tools in an Irish Technological University

Abstract

This research explores factors that influence the selection and use of digital tools as part of computer science lecturer’s professional practice. The research takes the form of an intrinsic case study and as such the intent is to better understand and identify the uniqueness of the case by focusing on computer science lecturers professional practice. The author draws upon activity theory as its theoretical framework to expose explanatory and contextual insight, whilst not attempting to provide a complete overview of the domain. The primary data was gathered through semi-structured interviews with five computer science lecturers. It is evident from the literature that among others, user experience and compatibility with teaching pedagogy should be factors to be considered when selecting digital tools and this study offers confirmation these. Furthermore, literature suggests that the overuse of too many digital tools or ‘digital tool sprawl’ is an emerging issue in higher education. This corresponds with a significant finding from this study, which reveals an unintended consequence of computer science lecturer’s digital agency, typically characterized as ‘positive’, can, as part of professional practice, actually exacerbate the issue of ‘digital tool sprawl’ in higher education.