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#TechforJustice: Twitter chats and critical media literacy
PROCEEDING

, Xavier University, United States

Society for Information Technology & Teacher Education International Conference, in Online, United States ISBN 978-1-939797-55-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

In this paper, the findings from a study on the use of Twitter as a means to critically engage preservice teachers with the topic of educational technology will be shared. Preservice teachers participated in bi-weekly Twitter chats in which they explored issues of justice in the context of technology use in contemporary K-12 classrooms. These Twitter chats are interrogated through the lens of critical media literacy. Through participation in these Twitter chats, preservice teachers discussed more of some characteristics of critical media literacy, such as social and environmental justice, than others, such as production and institutions. Preservice teachers agreed with one another generally, but their responses were more often coded with characteristics of critical media literacy when they led the chat than when the chat was instructor-led.

Citation

Angelone, L. (2021). #TechforJustice: Twitter chats and critical media literacy. In E. Langran & L. Archambault (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1695-1701). Online, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 15, 2021 from .