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Digital Practices and Literacy Identities: Preservice Teachers Negotiating Contradictory Discourses of Innovation
ARTICLE

, Salisbury University, United States

CITE Journal Volume 13, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This paper presents the results of a research study on preservice English teachers’ understandings of the interconnection of literacy and technology in relation to their teaching practices. The study was conducted in an English education program among preservice teachers enrolled in a year-long internship. The data analyzed consisted of interview and group discussion transcripts as well as semiotic artifacts (inquiry papers, written reflections, and short videos) produced by the seven participants. Particular attention was given to the ways school structures were affecting possibilities for productive transformations in the use of technology and the ways contradictory discourses were negotiated by the participants. Two contrasting approaches to the role of technology in the teaching of literacy were identified, which adopting Newman and Holzman’s (1993) terminology, were termed “tool-for-result” and “tool-and-result.” The paper concludes with an identification of the conditions afforded by the teacher education program and the school setting that facilitated the development of tool-and-result understandings among the preservice teachers.

Citation

Ortega, L. (2013). Digital Practices and Literacy Identities: Preservice Teachers Negotiating Contradictory Discourses of Innovation. Contemporary Issues in Technology and Teacher Education, 13(4), 285-324. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved April 24, 2019 from .

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Cited By

  1. This Is How We Do It: Authentic and Strategic Technology Use by Novice English Teachers

    Betina Hsieh, California State University, Long Beach, United States

    Contemporary Issues in Technology and Teacher Education Vol. 18, No. 2 (June 2018) pp. 271–288

  2. Learning/teaching technology in English Teacher Education: Findings from a national study.

    Donna Pasternak, University of Wisconsin-Milwaukee, United States; Heidi Hallman, University of Kansas, United States; Samantha Caughlan, Independent Scholar, United States; Laura Renzi, West Chester University of Pennsylvania, United States; Leslie Rush, University of Wyoming, United States; Hannah Meineke, University of Wisconsin-Milwaukee, United States

    Contemporary Issues in Technology and Teacher Education Vol. 16, No. 4 (December 2016) pp. 373–387

  3. Preservice English Teachers Use Technology to Flip the Classroom

    Amy Piotrowski & Shelbie Witte, Florida State University, United States

    Global Learn 2015 (April 2015) pp. 487–491

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.