Abstract

Conceptualizing teaching and teacher education from a social justice perspective has been the focus of educational scholars and practitioners over the last decade. This qualitative study explored, “in what ways does a social action project support teachers’ technology use in developing digital stories and support their development as more culturally aware citizens? Participants were 82 K-12 teachers enrolled in a master’s program. Data sources included: 35 projects (classroom, school and community levels) and analysis of narratives revealed two dominant themes: a) Social Action and Technology: A Strong Combination for Development and b) Integrating Technology Skills into Personally Meaningful Projects Sustains Teacher Development emerged.

Citation

Kayler, M. (2009). Crafting Digital Stories on Real World Needs: Multiple Pathways for Teacher Development. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 654-657). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 11, 2019 from https://www.learntechlib.org/primary/p/30676/.

Keywords

• K-12 teachers