Innovative technologies as Social Pedagogy: Transforming Informal Educational practices in the United States

Abstract

The rapid technological changes that have occurred in recent years have become critical for the academic and professional success of novice teachers.  This study illuminates the use of digital autonarratives as social transformative pedagogy. The process of telling ones’ story—and in the case of our participants, the process of defining and redefining self as teacher through the medium of technology—documents the creation of a bilingual 21 st century teacher. Findings indicate the need for preservice teachers to engage in technologically mediated learning to develop a practical understanding of technology integration. The goals of this research lend additional insight into the direction that teacher preparation programs must take to better serve bilingual teacher candidates in their educational journey to become technologically competent teachers who are prepared to meet the needs of an increasingly culturally and linguistically diverse school-age population.