What More Can We Do? A Scalar Approach to Examining Critical Digital Literacies in Teacher Education

Autor/inn/en	G. Stewart, Olivia; Hsieh, Betina; Smith, Anna; Pandya, Jessica Zacher
Titel	What More Can We Do? A Scalar Approach to Examining Critical Digital Literacies in Teacher Education
Quelle	In: Pedagogies: An International Journal, 16 (2021) 2, S.125-137 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (G. Stewart, Olivia) ORCID (Smith, Anna) ORCID (Pandya, Jessica Zacher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2021.1914054
Schlagwörter	Critical Literacy; Technological Literacy; Teacher Education Programs; Preservice Teacher Education; Barriers; Educational Technology; Technology Uses in Education; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Kritisches Lesen; Technisches Wissen; Lehramtsstudiengang; Lehrerausbildung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	In this manuscript, we explore sites of struggle in the inclusion of critical digital literacies (CDL) in teacher preparation programs. Our worked examples explore two authors' teacher-preparation classrooms and the ways in which each attempts to teach about CDL, in the scope of each class, across varying scales. Through a scalar approach, we explore the sites of struggle that each of the instructors face despite the differing contexts within each scale. These sites of struggle include control, bureaucracy, and isolation. In doing so, we aim to shift the narrative around a lack of meaningful, engaging CDL practices in the classroom away from blaming individual educators towards more nuanced understandings of the systemic struggles present within teacher preparation classrooms, programs and educational institutions and structures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01