Digital Media Literacy Practices for 5th Year Pre-Service Teachers in a PDS Model

2014 ◽  
pp. 937-957
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Digital Media ◽  
Media Literacy ◽  
Education Program ◽  
Literacy Practices ◽  
Teacher Education Program ◽  
Definition Of ◽  
Digital Media Literacy ◽  
Media Practices

To examine digital media literacy practices in a teacher education program, this chapter first elaborates on a broader definition of literacy than reading and writing, suggesting media literacy as a more relevant teacher education curricular focus than technology integration. A five-year, dual-degree teacher education program, which uses a Professional Development School model, provides the context for digital media literacy practices. Three elective courses demonstrate how digital media can be used by pre-service teachers to engage students and model media practices in their public school placement. The courses, which were offered to pre-service teachers in their fifth year in the teacher education program, included Book Writing and Online Publishing, Project-Based Learning, and Teaching with Visuals. The chapter provides recommendations on implementing digital media practices within teacher education courses for pre-service teachers and professional development for teachers in public schools.

Digital Media Literacy Practices for 5th Year Pre-Service Teachers in a PDS Model

2014 ◽  
pp. 107-127 ◽  
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Digital Media ◽  
Media Literacy ◽  
Education Program ◽  
Literacy Practices ◽  
Teacher Education Program ◽  
Definition Of ◽  
Digital Media Literacy ◽  
Media Practices

To examine digital media literacy practices in a teacher education program, this chapter first elaborates on a broader definition of literacy than reading and writing, suggesting media literacy as a more relevant teacher education curricular focus than technology integration. A five-year, dual-degree teacher education program, which uses a Professional Development School model, provides the context for digital media literacy practices. Three elective courses demonstrate how digital media can be used by pre-service teachers to engage students and model media practices in their public school placement. The courses, which were offered to pre-service teachers in their fifth year in the teacher education program, included Book Writing and Online Publishing, Project-Based Learning, and Teaching with Visuals. The chapter provides recommendations on implementing digital media practices within teacher education courses for pre-service teachers and professional development for teachers in public schools.

A Professional Development School Technology Integration and Research Plan

2014 ◽  
pp. 1741-1757
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Public Schools ◽  
Technology Integration ◽  
Education Program ◽  
Technology Diffusion ◽  
Teacher Education Program ◽  
Network Member ◽  
Use Of Technology ◽  
School Technology Integration

Technology diffusion in public schools has varied in scale from local and state initiatives to large-scale governmental-funded programs. Teachers' use of technology, however, remains limited and still focuses on the tools rather than on learning outcomes and teaching processes. Teacher education programs face a similar challenge in having pre-service teachers integrate technology and model best practice for teachers in public schools. One model for teacher education is viewing public schools and the university-based teacher education program as Professional Development Schools (PDS) where pre-service teachers and host teachers learn alongside each other in actual teaching including technology use. In this case, a mature PDS model (20 years old) is described along with how technology has been implemented across the teacher education program and within the PDS-network member schools. This case poses for the reader two questions: (1) How can technology diffusion occur in a PDS model addressing the different agendas of university, school, and state? (2) How can a technology integration plan also include program evaluation and/or research features so that the plan is formally and systematically studied?

scholarly journals Family Literacy Practices Surrounding Homework

2016 ◽  
Vol 2 (2) ◽  
pp. 100-117
Author(s):  
Kathy Renita Fox
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Family Literacy ◽  
Literacy Practices ◽  
Teacher Education Program ◽  
School Age Children ◽  
School Age ◽  
Meaningful Activity ◽  
Authentic Literacy ◽  
Family Literacy Practices

Examining authentic literacy practices regarding homework in three demographically different family groups was the focus of this study. Parents of school age children identified as living in subsidized housing, parents of school age children working in a university teacher education program and parents of school age children who spoke a language other than English, the language of their school instruction were interviewed for the study. Implications of the study encourage teachers to be conscious of the importance of homework as a tool for providing meaningful activity, communicating information to the home about the classroom curriculum and mainstream practices. Teachers are encouraged to see the bi-directional potential of homework as an opportunity for teachers to learn about family practices through the returned homework.

A Professional Development School Technology Integration and Research Plan

2013 ◽  
pp. 45-68 ◽  
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Public Schools ◽  
Technology Integration ◽  
Education Program ◽  
Technology Diffusion ◽  
Teacher Education Program ◽  
Network Member ◽  
Use Of Technology ◽  
School Technology Integration

Technology diffusion in public schools has varied in scale from local and state initiatives to large-scale governmental-funded programs. Teachers’ use of technology, however, remains limited and still focuses on the tools rather than on learning outcomes and teaching processes. Teacher education programs face a similar challenge in having pre-service teachers integrate technology and model best practice for teachers in public schools. One model for teacher education is viewing public schools and the university-based teacher education program as Professional Development Schools (PDS) where pre-service teachers and host teachers learn alongside each other in actual teaching including technology use. In this case, a mature PDS model (20 years old) is described along with how technology has been implemented across the teacher education program and within the PDS-network member schools. This case poses for the reader two questions: (1) How can technology diffusion occur in a PDS model addressing the different agendas of university, school, and state? (2) How can a technology integration plan also include program evaluation and/or research features so that the plan is formally and systematically studied?

An Inquiry into Young Children's Multimodal Media Practices

2012 ◽  
pp. 135-149
Author(s):  
An Chih Cheng
Keyword(s):  
Cultural Capital ◽  
Digital Media ◽  
Media Literacy ◽  
Digital Cameras ◽  
Social Ideology ◽  
The Social ◽  
Media Experience ◽  
Informal Learning Environment ◽  
Digital Media Literacy ◽  
Media Practices

This chapter explores young children’s interactive and authoring experience with digital media, such as smartphones, digital cameras, and touch-screen computers, in an informal learning environment. A visual ethnographic approach was undertaken in order to understand the social and multi-dimensional nature of media experience. The results indicate that children acquire digital media literacy at a very young age; that children’s competency in digital media can be considered as a valuable form of cultural capital; and that children’s digital media practices reflect their personal and family histories as well as broader social ideology.

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