Additive and disruptive pedagogies: The use of slowmation as an example of digital technology implementation

Autor:	Tony Clarke, Gaalen Erickson, Garry Hoban, Vetta Vratulis
Rok vydání:	2011
Předmět:	Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Primary education Technology integration Mathematics education Educational technology Practicum Animation Technology implementation Psychology Teacher education Education
Zdroj:	Teaching and Teacher Education. 27:1179-1188
ISSN:	0742-051X
DOI:	10.1016/j.tate.2011.06.004
Popis:	The purpose of this study was to explore the experiences of 35 preservice teachers as they were introduced to a new digital technology, “Slowmation” (abbreviated from Slow Animation), as a “disruptive” pedagogy over a period of 12 months. The participants in the study were 35 preservice teachers from an elementary cohort. Primary data sources included field notes and semi-structured interviews. Findings revealed that the preservice teachers enjoyed using slowmation as learners during the on-campus part of their program, yet very few used it as a disruptive pedagogy when teaching during their extended practicum. Our study highlights the challenges inherent in introducing “disruptive” pedagogies in a teacher education program.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::69f8f8840ba807d9f0172108153538d1 https://doi.org/10.1016/j.tate.2011.06.004 Zobrazit plný text záznamu Full Text from ScienceDirect