Fostering Preservice and In-Service ELA Teachers' Digital Practices for Addressing Climate Change

Autor/inn/en	Beach, Richard; Boggs, George; Castek, Jill; Damico, James; Panos, Alexandra; Spellman, Renee; Wilson, Nance
Titel	Fostering Preservice and In-Service ELA Teachers' Digital Practices for Addressing Climate Change
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 20 (2020) 1 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Preservice Teachers; Educational Technology; Technology Uses in Education; Teaching Methods; Climate; Change; Visual Aids; Internet; Ecology; Field Trips; Computer Simulation; Scientists; Web Sites; Technological Literacy; Grade 6; Graduate Students + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Klima; Wandel; Anschauungsmaterial; Ökologie; Exkursion; Computergrafik; Computersimulation; Scientist; Wissenschaftler; Web-Design; Technisches Wissen; School year 06; 6. Schuljahr; Schuljahr 06; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	This report presents research on preservice (PST) 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 visiting a laboratory involving scientific study 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 sixth-grade students would need to employ in responding to this website and designing activities to foster critical response to the website. Some PSTs focused 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 screenshots of each source, a digital literacy web-based tool for critical analysis of the sources, and whole group class discussion. PSTs assumed the need to consider both perspectives on the validity of climate change claims. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01