Additive and Disruptive Pedagogies: The Use of Slowmation as an Example of Digital Technology Implementation

Autor/inn/en	Vratulis, Vetta; Clarke, Tony; Hoban, Garry; Erickson, Gaalen
Titel	Additive and Disruptive Pedagogies: The Use of Slowmation as an Example of Digital Technology Implementation
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 27 (2011) 8, S.1179-1188 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2011.06.004
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Practicums; Technology Integration; Interviews; Elementary Education; Educational Technology; Animation + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Practicum; Praktikum; Praktika; Interviewing; Interviewtechnik; Elementarunterricht; Unterrichtsmedien
Abstract	The purpose of this study was to explore the experiences of 35 preservice teachers as they were introduced to a new digital technology, "Slowmation" (abbreviated from Slow Animation), as a "disruptive" pedagogy over a period of 12 months. The participants in the study were 35 preservice teachers from an elementary cohort. Primary data sources included field notes and semi-structured interviews. Findings revealed that the preservice teachers enjoyed using slowmation as learners during the on-campus part of their program, yet very few used it as a disruptive pedagogy when teaching during their extended practicum. Our study highlights the challenges inherent in introducing "disruptive" pedagogies in a teacher education program. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10