Multimedia, Oral History, and Teacher Education: From Community Space to Cyberspace

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Book Chapter

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The study took place at a Catholic PreK-8 school/parish where two faculty instructors taught undergraduate methods courses. At the parish site, the pre-service teachers worked with elementary students to create a range of multi-media projects. These projects showcased the oral histories of the people, places, and events of the school and church community and allowed the pre-service teachers to integrate technology into their teaching. The researchers analyzed observational, interview, and textual data and found a range of behaviors that reflected the pre-service teachers’ familiarity/unfamiliarity with technology, teaching, and the community in which they were learning. As a result, their attempts at learning through and teaching with technology, along with our attempts to teach with and learn through technology, revealed a multiplicity of enactments of fast literacies (Schneider, King, Kozdras, Minick, & Welsh, 2006). In this chapter, we share examples from the themes of our analysis, which reflect Kinzer’s (2005) notion of the “intersection” between school, community, and technology.

Citation / Publisher Attribution

Multimedia, Oral History, and Teacher Education: From Community Space to Cyberspace, in D. L. Pullen, C. Gitsaki & M. Baguley (Eds.), Technoliteracy, Discourse, and Social Practice: Frameworks and Applications in the Digital Age, IGI Global, p. 185-198