TY - CHAP
T1 - Multimedia, Oral History, and Teacher Education: From Community Space to Cyberspace
AU - Schneider, Jenifer J.
AU - King, James R.
AU - Kozdras, Deborah
AU - Welsh, James L.
AU - Minick, Vanessa
AU - Jasinski Schneider, Jenifer
PY - 2010/1/1
Y1 - 2010/1/1
N2 - The study took place at a Catholic PreK-8 school/parish where two faculty instructors taught undergraduate methods courses. At the parish site, the pre-service teachers worked with elementary students to create a range of multi-media projects. These projects showcased the oral histories of the people, places, and events of the school and church community and allowed the pre-service teachers to integrate technology into their teaching. The researchers analyzed observational, interview, and textual data and found a range of behaviors that reflected the pre-service teachers’ familiarity/unfamiliarity with technology, teaching, and the community in which they were learning. As a result, their attempts at learning through and teaching with technology, along with our attempts to teach with and learn through technology, revealed a multiplicity of enactments of fast literacies (Schneider, King, Kozdras, Minick, & Welsh, 2006). In this chapter, we share examples from the themes of our analysis, which reflect Kinzer’s (2005) notion of the “intersection” between school, community, and technology.
AB - The study took place at a Catholic PreK-8 school/parish where two faculty instructors taught undergraduate methods courses. At the parish site, the pre-service teachers worked with elementary students to create a range of multi-media projects. These projects showcased the oral histories of the people, places, and events of the school and church community and allowed the pre-service teachers to integrate technology into their teaching. The researchers analyzed observational, interview, and textual data and found a range of behaviors that reflected the pre-service teachers’ familiarity/unfamiliarity with technology, teaching, and the community in which they were learning. As a result, their attempts at learning through and teaching with technology, along with our attempts to teach with and learn through technology, revealed a multiplicity of enactments of fast literacies (Schneider, King, Kozdras, Minick, & Welsh, 2006). In this chapter, we share examples from the themes of our analysis, which reflect Kinzer’s (2005) notion of the “intersection” between school, community, and technology.
UR - https://digitalcommons.usf.edu/tal_facpub/14
UR - https://doi.org/10.4018/978-1-60566-842-0.ch011
U2 - 10.4018/978-1-60566-842-0.ch011
DO - 10.4018/978-1-60566-842-0.ch011
M3 - Chapter
BT - Technoliteracy, Discourse, and Social Practice: Frameworks and Applications in the Digital Age
ER -