scholarly journals Video Production in Elementary Teacher Education as a Critical Digital Literacy Practice

2019 ◽  
Vol 7 (2) ◽  
pp. 82-99
Author(s):  
Diane Watt
Keyword(s):  
Teacher Education ◽  
Digital Literacy ◽  
Dominant Mode ◽  
Qualitative Inquiry ◽  
Video Production ◽  
Literacy Practice ◽  
Diverse Classrooms ◽  
Multimodal Composing ◽  
Literacy Perspectives ◽  
Instructional Plans

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.

Unboxing care: Constructions of happiness and gratitude in a Brazilian transnational family’s video production in the United States

2021 ◽  
pp. 146879842110306
Author(s):  
Mariana Lima Becker
Keyword(s):  
United States ◽  
Digital Literacy ◽  
Second Generation ◽  
The United States ◽  
Gift Exchange ◽  
Video Production ◽  
Immigrant Child ◽  
Literacy Practice ◽  
Field Notes

This case study examines the co-authoring of unboxing videos by one six-year-old, second-generation Brazilian immigrant child and her mother in the United States. These videos were created in response to boxes filled with gifts they received yearly from relatives in Brazil. To understand this mother-daughter dyad and their video production, this study draws on metaphors of mobility, the logics of reciprocity and obligation in gift-exchange, and the concept of care constellations. The analysis of interviews, field notes, and unboxing videos identified specific routes, rhythms, and frictions that fueled this family digital literacy practice. It also suggested that participants were implicated in a pattern of caregiving through a transnational cycle of gift-exchange. These findings disrupt typical framings of the unboxing genre as a manifestation of U.S. capitalist ethos and foreground the material and discursive production of care in a transnational family’s digital literacy practice.

MEDIA LITERACY SUPPORTING TEACHER´S EMPOWER DEVELOPMENT BY VIDEO PRODUCTION IN THE REPUBLIC OF MOZAMBIQUE

2015 ◽  
Author(s):  
Agnaldo Arroio ◽  
Keyword(s):  
Teacher Education ◽  
Mass Media ◽  
Key Words ◽  
Media Literacy ◽  
Educational Program ◽  
Democratic Society ◽  
Video Production ◽  
Pedagogical Tools ◽  
Critical View ◽  
The Republic

Media Literacy is recognized as an essential area to promote critical view for citizens, to promote a democratic society in which citizens are able to consume critically the mass media but also to express themselves by this media as producers. An educational program was designed to support teachers’ empowerment in using different media into the classroom in The Republic of Mozambique. To collect data, a pre and post questionnaire were applied, interviews and the videos produced during the course. According to the results showed, the decentralization of pedagogical tools production was really important achievement from this educational program. Key words: media literacy, ICT, teacher education.

Developing Digital Literacy

2017 ◽  
pp. 670-685
Author(s):  
Carolyn Haviland Obel-Omia
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Teacher Preparation ◽  
Elementary Education ◽  
Digital Literacy ◽  
Teacher Candidates ◽  
Teacher Education Programs ◽  
Literacy Teachers ◽  
Education Programs ◽  
Reading And Writing

Teacher education programs are increasingly responsible for preparing teachers who use technology fluently across curricula. Future teachers must define literacy more broadly than they have in the past to include digital modes of reading and writing. Experience with digital tools in literacy methodology courses provides opportunities for teacher candidates to reflect critically on these tools, preparing teachers to use technology to its advantage in elementary school classrooms. This chapter describes four digital practices designed to engage teacher candidates in participating in and reflecting on authentic reading and writing to develop next-generation literacy teachers. These practices include examples of activities that can be adapted to both teacher preparation and elementary education classrooms.

Using Qualitative Inquiry and Self-Study to Make Sense of Data Use Practices in Teacher Education

2020 ◽  
Vol 11 (4) ◽  
pp. 34-44
Author(s):  
Jahnette Wilson ◽  
Sam Brower ◽  
Teresa Edgar ◽  
Amber Thompson ◽  
Shea Culpepper
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Qualitative Data ◽  
Data Use ◽  
Program Improvement ◽  
Qualitative Inquiry ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Self Study

Accountability and rigor in teacher education have been the focus of recent policy initiatives. Thus, data use practices have become increasingly critical to informing program improvement. Educational researchers have established self-study as a research methodology to intentionally be used by teacher educators to improve their practice. The purpose of the self-study described in this article was to examine the data use practices of one teacher preparation program in an effort to facilitate improvement of the program's capacity in using program data. The qualitative data gathered in this case study proved to be pivotal in the continuous improvement efforts of the teacher preparation program; thus, the usefulness and value of the findings within this case study have implications for how institutional self-study and qualitative data can support quantitative programmatic data in order to facilitate programmatic improvement initiatives.

scholarly journals Linguistic Education Under Revision: Globalization and EFL Teacher Education in Brazil

2018 ◽  
Vol 4 (1) ◽  
pp. 45 ◽  
Author(s):  
Ana Rachel Mendes ◽  
Kyria Rebeca Finardi
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Language Education ◽  
Information And Communications Technology ◽  
Efl Teacher ◽  
Efl Teacher Education ◽  
The Impact ◽  
Education In Brazil

Globalization brought about many changes to the current society's life and mindset and thus, some new challenges to linguistic education, more specifically, foreign language education, have emerged as a consequence of these changes. This paper aims at reflecting upon some impacts of globalization on pre-service English as Foreign Language (hereafter EFL) teacher education in Brazil. Based on the literature review, the paper addresses the changes in the concepts of language, culture and identity related to cultural hybridity and the impact of new information and communications technology on the use, teaching and learning of foreign languages. It concludes that curricula for EFL teacher education programs in Brazil should be reviewed in order to focus more on glocal knowledge and digital literacy for a 21st century aligned education.

Designing for diverse classrooms: Using iPads and digital cameras to compose eBooks with emergent bilingual/biliterate four-year-olds

2016 ◽  
Vol 16 (4) ◽  
pp. 425-472 ◽  
Author(s):  
Deborah Wells Rowe ◽  
Mary E Miller
Keyword(s):  
Dual Language ◽  
Literacy Practices ◽  
Digital Cameras ◽  
Language And Literacy ◽  
Learning And Teaching ◽  
Emergent Bilingual ◽  
Diverse Classrooms ◽  
School Year ◽  
Multimodal Composing ◽  
Speakers Of Other Languages

This paper reports the findings of a two-year design study exploring instructional conditions supporting emerging, bilingual/biliterate, four-year-olds’ digital composing. With adult support, children used child-friendly, digital cameras and iPads equipped with writing, drawing and bookmaking apps to compose multimodal, multilingual eBooks containing photos, child-produced drawings, writing and voice recordings. Children took digital cameras home, and home photos were loaded onto the iPads for bookmaking. In Year 1, eBook activities successfully supported children’s multimodal composing. Children used similar writing forms on the page and screen, and explored the keyboard as an option for writing. Children used digital images as anchors for conversation and composing, and produced oral recordings extending and elaborating written messages. However, most dual-language recordings were created by Spanish-English bilinguals, with speakers of other languages rarely composing in their heritage languages. In Year 2, we redesigned eBook events to better support all children as multimodal, multilingual composers. Revised eBook activities included multilingual, demonstration eBooks containing all the children’s languages, with translations by bilingual adults known to the children. Beginning early in the school year, these eBooks were publicly shared in large group activities. The results showed that all emergent bilingual/biliterate children created dual-language recordings for their eBooks in Year 2. We concluded that: (a) the ability to integrate photos and voice recordings with print and drawings provided new opportunities for learning and teaching not available in page-based composing; (b) the affordances of iPads for children’s learning were shaped by local language and literacy practices.

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