我们还能做些什么?教师教育中关键数字素养检验的标量方法

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Olivia G. Stewart, Betina Hsieh, Anna Smith, J. Pandya
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引用次数: 8

摘要

在这篇文章中,我们探讨了在教师准备计划中包含关键数字素养(CDL)的斗争场所。我们的工作示例探讨了两位作者的教师准备教室,以及他们在每个班级的范围内、在不同的尺度上尝试教授CDL的方式。通过标量方法,我们探索了每个教师面临的斗争场所,尽管每个尺度内的背景不同。这些斗争包括控制、官僚主义和孤立。在这样做的过程中,我们的目标是改变关于课堂上缺乏有意义的、引人入胜的CDL实践的叙述,从指责个别教育者转向更细致入微地理解教师准备课堂、项目、教育机构和结构中存在的系统性斗争。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
What More Can We Do? A Scalar Approach to Examining Critical Digital Literacies in Teacher Education
ABSTRACT In this manuscript, we explore sites of struggle in the inclusion of critical digital literacies (CDL) in teacher preparation programs. Our worked examples explore two authors’ teacher-preparation classrooms and the ways in which each attempts to teach about CDL, in the scope of each class, across varying scales. Through a scalar approach, we explore the sites of struggle that each of the instructors face despite the differing contexts within each scale. These sites of struggle include control, bureaucracy, and isolation. In doing so, we aim to shift the narrative around a lack of meaningful, engaging CDL practices in the classroom away from blaming individual educators towards more nuanced understandings of the systemic struggles present within teacher preparation classrooms, programs and educational institutions and structures.
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来源期刊
Pedagogies
Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.10
自引率
0.00%
发文量
25
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