Video Production in Elementary Teacher Education as a Critical Digital Literacy Practice
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.17645/mac.v7i2.1967 |
Resumo: | This article reports on a two-year, funded, qualitative inquiry into the challenges and possibilities of integrating video production into pre-service teacher education as a critical digital literacy practice. This includes the skills, knowledge, and dispositions that lead to ability to critique and create digital texts that interrogate the self, the other, and the world (Ávila & Zacher Pandya, 2013). Video making holds out enormous potential given our increasingly diverse classrooms and the growing need to have students connect and collaborate within their own communities and globally (Dwyer, 2016; Ontario Ministry of Education, 2015, 2016; Spires, Paul, Himes, & Yuan, 2018; Watt, 2017, 2018; Watt, Abdulqadir, Siyad, & Hujaleh, 2019). Video is especially significant in light of the fact that it is replacing print text as a dominant mode of communication (Manjou, 2018). Multimodal composing such as video production is, in fact, considered by some to be the essential 21st century literacy (Miller & McVee, 2012), but much remains to be done to bring digital technologies as literacy into the elementary classroom. Qualitative data includes a focus group, questionnaires, observations, and content analysis of teacher candidate videos and instructional plans. This study considers how video production can be integrated into teacher education programs to engage cross-curricular expectations and critical digital literacy perspectives. It responds to the pressing question of how to do teacher education differently in the digital age. |
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Video Production in Elementary Teacher Education as a Critical Digital Literacy Practicecritical digital literacy; curriculum integration; new literacies; teacher education; technology; video productionThis article reports on a two-year, funded, qualitative inquiry into the challenges and possibilities of integrating video production into pre-service teacher education as a critical digital literacy practice. This includes the skills, knowledge, and dispositions that lead to ability to critique and create digital texts that interrogate the self, the other, and the world (Ávila & Zacher Pandya, 2013). Video making holds out enormous potential given our increasingly diverse classrooms and the growing need to have students connect and collaborate within their own communities and globally (Dwyer, 2016; Ontario Ministry of Education, 2015, 2016; Spires, Paul, Himes, & Yuan, 2018; Watt, 2017, 2018; Watt, Abdulqadir, Siyad, & Hujaleh, 2019). Video is especially significant in light of the fact that it is replacing print text as a dominant mode of communication (Manjou, 2018). Multimodal composing such as video production is, in fact, considered by some to be the essential 21st century literacy (Miller & McVee, 2012), but much remains to be done to bring digital technologies as literacy into the elementary classroom. Qualitative data includes a focus group, questionnaires, observations, and content analysis of teacher candidate videos and instructional plans. This study considers how video production can be integrated into teacher education programs to engage cross-curricular expectations and critical digital literacy perspectives. It responds to the pressing question of how to do teacher education differently in the digital age.Cogitatio2019-06-11info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.17645/mac.v7i2.1967oai:ojs.cogitatiopress.com:article/1967Media and Communication; Vol 7, No 2 (2019): Critical Perspectives on Digital Literacies: Creating a Path Forward; 82-992183-2439reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttps://www.cogitatiopress.com/mediaandcommunication/article/view/1967https://doi.org/10.17645/mac.v7i2.1967https://www.cogitatiopress.com/mediaandcommunication/article/view/1967/1967Copyright (c) 2019 Diane Watthttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessWatt, Diane2022-12-20T10:57:47Zoai:ojs.cogitatiopress.com:article/1967Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:20:30.641878Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Video Production in Elementary Teacher Education as a Critical Digital Literacy Practice |
title |
Video Production in Elementary Teacher Education as a Critical Digital Literacy Practice |
spellingShingle |
Video Production in Elementary Teacher Education as a Critical Digital Literacy Practice Watt, Diane critical digital literacy; curriculum integration; new literacies; teacher education; technology; video production |
title_short |
Video Production in Elementary Teacher Education as a Critical Digital Literacy Practice |
title_full |
Video Production in Elementary Teacher Education as a Critical Digital Literacy Practice |
title_fullStr |
Video Production in Elementary Teacher Education as a Critical Digital Literacy Practice |
title_full_unstemmed |
Video Production in Elementary Teacher Education as a Critical Digital Literacy Practice |
title_sort |
Video Production in Elementary Teacher Education as a Critical Digital Literacy Practice |
author |
Watt, Diane |
author_facet |
Watt, Diane |
author_role |
author |
dc.contributor.author.fl_str_mv |
Watt, Diane |
dc.subject.por.fl_str_mv |
critical digital literacy; curriculum integration; new literacies; teacher education; technology; video production |
topic |
critical digital literacy; curriculum integration; new literacies; teacher education; technology; video production |
description |
This article reports on a two-year, funded, qualitative inquiry into the challenges and possibilities of integrating video production into pre-service teacher education as a critical digital literacy practice. This includes the skills, knowledge, and dispositions that lead to ability to critique and create digital texts that interrogate the self, the other, and the world (Ávila & Zacher Pandya, 2013). Video making holds out enormous potential given our increasingly diverse classrooms and the growing need to have students connect and collaborate within their own communities and globally (Dwyer, 2016; Ontario Ministry of Education, 2015, 2016; Spires, Paul, Himes, & Yuan, 2018; Watt, 2017, 2018; Watt, Abdulqadir, Siyad, & Hujaleh, 2019). Video is especially significant in light of the fact that it is replacing print text as a dominant mode of communication (Manjou, 2018). Multimodal composing such as video production is, in fact, considered by some to be the essential 21st century literacy (Miller & McVee, 2012), but much remains to be done to bring digital technologies as literacy into the elementary classroom. Qualitative data includes a focus group, questionnaires, observations, and content analysis of teacher candidate videos and instructional plans. This study considers how video production can be integrated into teacher education programs to engage cross-curricular expectations and critical digital literacy perspectives. It responds to the pressing question of how to do teacher education differently in the digital age. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-06-11 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.17645/mac.v7i2.1967 oai:ojs.cogitatiopress.com:article/1967 |
url |
https://doi.org/10.17645/mac.v7i2.1967 |
identifier_str_mv |
oai:ojs.cogitatiopress.com:article/1967 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://www.cogitatiopress.com/mediaandcommunication/article/view/1967 https://doi.org/10.17645/mac.v7i2.1967 https://www.cogitatiopress.com/mediaandcommunication/article/view/1967/1967 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Diane Watt http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Diane Watt http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Cogitatio |
publisher.none.fl_str_mv |
Cogitatio |
dc.source.none.fl_str_mv |
Media and Communication; Vol 7, No 2 (2019): Critical Perspectives on Digital Literacies: Creating a Path Forward; 82-99 2183-2439 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799130653431693312 |