Fostering Preservice and In-service ELA Teachers’ Use of Digital Practices for Addressing Climate Change
Richard Beach, University of Minnesota, United States ; George Boggs, Florida State University, United States ; Jill Castek, University of Arizona, United States ; James Damico, Indiana University, United States ; Alexandra Panos, University of South Florida, United States ; Renee Spellman, University of Arizona, United States ; Nance Wilson, Courtland State University, United States
CITE Journal Volume 20, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This report presents research on PSTs and in-service teachers acquiring digital practices for addressing climate change related to knowing how to employ digital practices for studying visual representations of climate change and engaging students in critiquing online information about climate change. Study 1 examined PSTs understanding of climate change through participation in a visiting a laboratory involving scientific of ecological systems to interact with scientists, collect digital artifacts, and create a virtual field trip using these artifacts for instructional purposes. Study 2 involved PSTs and in-service teachers responding critically to the NASA Climate Change website, identifying digital literacies their 6th grade students would need to employ in responding to this website, and designing activities to foster critical response to the website, with some PSTs focusing on issues of bias and ideological assumptions, while other PSTs focused on comprehension strategy instruction. Study 3 examined PSTs critiques of the reliability of two web sources containing conflicting claims and evidence about climate change based on analysis of screenshot of each source, a digital literacy web-based tool for critical analysis of the sources, and whole group class discussion, finding PSTs assumed the need to consider both perspectives on the validity of climate change claims
Beach, R., Boggs, G., Castek, J., Damico, J., Panos, A., Spellman, R. & Wilson, N. (2020). Fostering Preservice and In-service ELA Teachers’ Use of Digital Practices for Addressing Climate Change. Contemporary Issues in Technology and Teacher Education, 20(1), 4-36. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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