Literaturnachweis - Detailanzeige
| Autor/inn/en | LeBlanc, Patrice R.; Karp, Jason |
|---|---|
| Titel | A Collaborative Self-Study in Digital Literacy in Teacher Education |
| Quelle | (2016), (33 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Teacher Educators; Technological Literacy; Technology Uses in Education; Educational Technology; Training; Technology Integration; Telecommunications; Videoconferencing; Literature Reviews; Decision Making; Cooperation; Reflection; Self Evaluation (Individuals) |
| Abstract | This paper described the journey the authors took as teacher educators to improve their practice in digital literacy. The focus of the journey was to document the "how to" of the development and integration of digital literacy into courses, and the method was collaborative self-study. The sources of data were ongoing technology training (i.e., training wiki and recordings), integration of digital literacy into courses (i.e., applications of readings and training), and collaborations and co-reflections on the entire process (i.e., phone conversations, video conferencing, and email). Craig's (2009) five exemplars addressed trustworthiness. Literature synthesis and training experiences described how the authors developed their knowledge and skills, while a detailed example of digital literacy integration and their co-reflections explicated both successes and new directions for innovation in practice. Specifically, the literature review informed the decision-making processes for digital literacy integration. Co-reflection enabled the authors to identify a convergence of concepts from the literature: social practices and interactive pedagogy aligned with the learning needs of today's students. Digital literacy training addressed the needed functional skills each author had identified for himself or herself as well as reaffirming the need for ongoing professional development. The authors reaffirmed the notion that mutual rapport, trust, and accountability created a learning zone where they were able to construct a deeper understanding of their practice than individual self-reflection would have done. Finally, by describing one area of digital literacy integration, the authors contributed to the literature on the process of digital literacy integration in teacher education. Through this collaborative self-study, the authors documented how they: (a) used their knowledge and skills to make decisions about the use of technology, (b) reaffirmed the use of interactive pedagogy for digital literacy integration, and (c) confirmed the importance of collaboration and co-reflection for reframing practice. The authors identified the following areas for continued growth. The authors need to: (a) be more aware of how teaching philosophy can constrain practice, (b) share with students their instructional choices they made to promote students' growth, and (c) seek structured feedback from students in order to better understand the outcomes of digital literacy integration. (Contains one table.) (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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