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

Autor/in	Ortega, Leticia
Titel	Digital Practices and Literacy Identities: Preservice Teachers Negotiating Contradictory Discourses of Innovation
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 13 (2013) 4, S.285-324 (40 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Preservice Teachers; Interviews; Discussion; Information Technology; Role; Teaching Methods; Instructional Innovation; Student Attitudes; Postmodernism; Technology Integration; Literacy Education; English Teachers; Internship Programs; Reflection; Video Technology; Semiotics; Educational Change; Discourse Analysis; Teacher Education Programs; College School Cooperation; Secondary School Teachers + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Diskussion; Informationstechnologie; Rollen; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Schülerverhalten; Postmoderne; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Berufspraktische Ausbildung; Semiotik; Bildungsreform; Diskursanalyse
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. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10