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Multimedia, Oral History, and Teacher Education: From Community Space to Cyberspace
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Author(s): Jenifer Schneider (University of South Florida, USA), James R. King (University of South Florida, USA), Deborah Kozdras (University of South Florida, USA), James Welsh (University of South Florida, USA)and Vanessa Minick (University of South Florida, USA)
Copyright: 2010
Pages: 14
Source title:
Technoliteracy, Discourse, and Social Practice: Frameworks and Applications in the Digital Age
Source Author(s)/Editor(s): Darren Lee Pullen (University of Tasmania, Australia), Christina Gitsaki (University of Queensland, Australia)and Margaret Baguley (University of Southern Queensland, Australia)
DOI: 10.4018/978-1-60566-842-0.ch011
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Abstract
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.
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