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In Search Of The Revolutionary Power Of Critical Pedagogy: Issues Of Ideology, Power, And Culture In Technology Teacher Education PROCEEDINGS

, California State University Fresno, United States ; , Iowa State, United States ; , University of Brighton ; , Queensland University of Technology, Australia

Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Critical pedagogy is a perspective on teaching that seeks to increase equality,
voice, individual & cultural expression and democracy in classrooms. The following
three authors describe contexts in which they find critical pedagogy meaningful in their
own research using technology in teacher education.

Citation

DeVoogd, G., Willis, J., Loveless, A. & Yelland, N. (2000). In Search Of The Revolutionary Power Of Critical Pedagogy: Issues Of Ideology, Power, And Culture In Technology Teacher Education. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 2419-2424). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved November 13, 2018 from .

Keywords

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References

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  2. Castells, M (1999) Flows, Networks and Identities: A Critical Theory of the Informational Society in M. Castells, R. Flecha, P. Freire, H.A. Giroux, D. Macedo, & P. Willis, (1999) Critical Education in the New Information Age. (pp 37 – 64). Lanham, Ma & Oxford: Rowan & Littlefield Publishers, Inc.
  3. Cuban, L. (1984). How teachers taught: Constatncy and change in American classrooms, 1890-1980. New York: Longman. Downes, T. (June, 1999), unpublished research seminar presentation, King's College, London University.
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  5. Moran, C. (1999) Access-The A-Word in Technology Studies in G.E. Hawisher, & C.L. Selfe, (Eds.) Passions, Pedagogies and 21st Century Technologies. (pp 205-220) Logan:Utah State University Press.
  6. Negroponte, N. (1995) Being Digital New York: Alfred A.Knopf.
  7. Robins, K. & Webster, F. (1999). Times of the technoculture London: Routledge. Sanger, J. (forthcoming). ICT, the demise of UK schooling and the rise of the individual learner in A. Loveless& V. Ellis, (Eds.) (forthcoming) Subject to Change London:Routledge.
  8. Selfe, C.L. (1999) Lest We Think Revolution is a Revolution: Images of Technology and the Nature of Change In G.E. Hawisher& C.L. Selfe, (Eds.) Passions, Pedagogies and 21st Century Technologies Logan, UT:Utah State University Press.
  9. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

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