
Crafting Digital Stories on Real World Needs: Multiple Pathways for Teacher Development
PROCEEDINGS
Mary Kayler, George Mason University, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
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 February 26, 2021 from https://www.learntechlib.org/primary/p/30676/.
Keywords
References
View References & Citations Map- Sprague, D. (2004). Technology and Teacher Education: Are we talking to ourselves. Contemporary Issues in Technology and Teacher Education, 3(4), 353-361.
- Wang, C. (2005). Photovoice through social change. Retrieved June 18, 2008 from http://www.photovoice.com/index.html
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