The concept of digital and information communication technology (ICT) literacy is receiving renewed empirical attention. This focus is attributed to the changing nature of society and the move towards the ideals of the knowledge-based economy. Further, universities in South Africa and internationally are encouraging the fusion of technology in how students read and write. This research gives focus to the lecturer, particularly those lecturers who were once resistant to the use of technology as part of teaching instruction. The aim here was to track how these lecturers over a one-year period develop digital and ICT literacies to assist their career development. The study adopted an interpretivist philosophy, relying on the qualitative research approach and a series of three interviews over a year period with 20 lecturers at a selected South African university. Data were analysed using thematic analysis to generate three central themes. Firstly, the source of resistance in using technology as part of teaching and learning emanated from two main subthemes as perceptions: (1) technology viewed as a fad with little or no impact on actual learning and (2) challenges concerning institutional technology support as a limitation in integrating technology into teaching and learning. Secondly, the change of attitude (rather reluctantly) in using technology as part of teaching and learning was because of factors such as peers, the technology ‘tech-savvy’ student community and also a consideration for future career prospects as digital and ICT literacies are becoming a critical skills acumen for career progression. Finally, in developing digital and ICT literacies, the lecturers relied on: (1) participation in training programmes that encourage digital scholarship, (2) personal investment of time and effort to learn about how to develop digital and ICT literacies and lastly, (3) developing a career and identity management strategy that incorporates digital and ICT literacies. Implications for teaching and learning practice are made based on these findings. Further, the impact on individual career development (as far as lecturers are concerned) is also suggested.

中文翻译：

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你能教老狗新花样吗？探索性研究样本教师如何发展数字素养作为他们职业发展的一部分

数字和信息通信技术（ICT）素养的概念正在受到新的经验关注。这种关注归因于社会性质的变化以及向知识型经济理想的迈进。此外，南非和国际上的大学都鼓励在学生的读写方式中融合技术。这项研究的重点是讲师，特别是那些曾经抵制技术作为教学指导一部分的讲师。这里的目的是跟踪这些讲师在一年的时间里如何发展数字和ICT素养，以协助他们的职业发展。该研究采用了解释主义哲学，依靠定性研究方法，并在选定的南非大学中对20名讲师进行了为期一年的三次面试。使用主题分析对数据进行分析，以生成三个中心主题。首先，使用技术作为教学的阻力源于两个主要的子主题：（1）技术被视为一种时尚，对实际学习几乎没有影响，（2）机构技术支持面临的挑战将技术整合到教学中的局限性。其次，使用技术作为教学的一部分时，态度的改变（而不是勉强地）是由于同龄人，技术“精通技术”的学生社区以及对未来职业前景的考虑，因为数字和ICT素养已成为职业发展的关键技能。最后，在发展数字和ICT文学方面，讲师要依靠：（1）参加鼓励数字奖学金的培训计划；（2）个人投入时间和精力来学习如何发展数字和ICT文学，最后，（3 ）制定结合了数字和ICT素养的职业和身份管理策略。基于这些发现，对教学实践产生了启示。此外，还建议了对个人职业发展的影响（就讲师而言）。讲师的依靠：（1）参加鼓励数字奖学金的培训计划；（2）个人投入时间和精力来学习如何发展数字和ICT文学，最后，（3）制定职业和身份管理策略，融合了数字和ICT文学。基于这些发现，对教学实践产生了启示。此外，还建议了对个人职业发展的影响（就讲师而言）。讲师的依靠：（1）参加鼓励数字奖学金的培训计划；（2）个人投入时间和精力来学习如何发展数字和ICT文学，最后，（3）制定职业和身份管理策略，融合了数字和ICT文学。基于这些发现，对教学实践产生了启示。此外，还建议了对个人职业发展的影响（就讲师而言）。基于这些发现，对教学实践产生了启示。此外，还建议了对个人职业发展的影响（就讲师而言）。基于这些发现，对教学实践产生了启示。此外，还建议了对个人职业发展的影响（就讲师而言）。