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ERIC Number: EJ938504
Record Type: Journal
Publication Date: 2011-Nov
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
Additive and Disruptive Pedagogies: The Use of Slowmation as an Example of Digital Technology Implementation
Vratulis, Vetta; Clarke, Tony; Hoban, Garry; Erickson, Gaalen
Teaching and Teacher Education: An International Journal of Research and Studies, v27 n8 p1179-1188 Nov 2011
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. (Contains 1 table.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A