Today I’m revising the annotated bibliography again, taking out several articles that are not quite a perfect fit into the search parameters I’ve established.
Here they are, along with the four sentence summaries, along with the analysis I’ve written, so these won’t be lost in the version editions.
Choi, M., Cristol, D., & Gimbert, B. (2018). Teachers as digital citizens: The influence of individual backgrounds, internet use and psychological characteristics on teachers’ levels of digital citizenship. Computers & Education, 12, 143-161.
You can read the four sentence summary and notes from this article in a previous blog post – Digital Citizenship in Teacher Education
Hildebrandt, K. & Couros, A. (2016). Digital selves, digital scholars: Theorising academic identity in online spaces. Social Theory Applied, 1(1), 87-100. Retrieved from http://socialtheoryapplied.com/journal/jast/article/view/16/19
Challenges faced by academics who engage in crafting digital identities as a professional and scholar include issues with knowledge abundance, reputational economy, cyber-vigilantism, and censorship by self and others. While digital identity is often viewed as fragmented, fixed, binary, and controllable, this article examines notions of digital ‘self’ as malleable, fluid, expanded through performance, shaped by influences of the online environment, and crafted by “intentional digital contributions” (p. 93). The authors explore agency of scholars as they think, speak, write and enact ‘self-care’ while ‘reimagining digital selfhood’ (p. 88). This shifting view of professional, digital identity can free both the online and offline ‘self’ from “the intense pressures of (self-) surveillance and judgement”, “move past particular digital (or analog) ‘misdeeds’”, shift the status quo, privilege marginalized individuals and give voice to silenced scholars.
Joanou, J. P. (2017). Examining the world around us: Critical media literacy in teacher education. Multicultural Perspectives, 19(1), 40-46. DOI: 10.1080/15210960.2017.1267514
The use of popular culture in the classroom, according to Joanou (2017) provides opportunities for graduate level, practicing teachers, to fully understand challenging social theories. Joanou (2017) establishes how popular culture and critical media literacy can support the interrogation of social theories; explains the research methods, analysis and findings; and, presents a call to action with her conclusion. Using field notes and student assignment presentations, Joanou (2017) posits that critical media literacy in a teacher education graduate level course builds a bridge between challenging theories about social structures and everyday examples found in popular media, in order to build “understanding of the concepts, critically engage the theories presented, and elicit a call to action” (p. 45). In order to understand oppression in their classrooms, and work to disrupt it, teachers in this course were able to locate and deconstruct relevant media, in order to concretize and articulate theoretical conceptualizations, thus promoting reflective practice required to ensure all students feel connected and included in their classroom environments.
QUOTES: “I remind students that as an educator, I am engaged in a political act.” (p. 41)
“It (referring to critical media literacy) can also serve as a useful tool in educating preservice teachers about the multicultural issues they will face in their classrooms and help them identify their own roles in maintaining power & privilege.” (p. 41) “In this course, media served as an essential teaching tool. I used media to illustrate theories, incite conversations, or further illuminate issues students were grappling with. Thus, I modeled the connection between media and theory through the semester.” (p. 42)
Schmidt-Crawford, D. A., Lindstrom, D., & Thompson, A. D. (2018). Addressing the “Why” for integrating technology in teacher preparation. Journal of Digital Learning in Teacher Education, 34(3), 132-133. doi:10.1080/21532974.2018.1465783
Schmidt-Crawford, Lindstrom and Thompson present examples of the ‘why’ factor for technology integration into teacher preparation programs that continue conversations to identify effective practices for the use of technology in teaching and learning. Using current policy and statements from authorities in the field of educational technology, the authors provide an introduction to articles within the publication which focus on the ‘why’ for integrating educational technology into teacher preparation. This introduction to a series of articles about the ‘why’ of integrating technology into teacher preparation in order to build capacity to transform teaching and learning. The references and policies mentioned in this introductory paper are a call to action in order to transform teaching and learning, and to leverage technology as a problem solving tool.
QUOTE: referencing the keynote talk at SITE made by ISTE CEO Richard Culatta – “Culatta spoke to nearly 800 teacher educators from all over the world about the urgent need to prepare teachers who will teach in transformative ways and leverage technology as a problem-solving tool. He shared five keys for preparing teachers (and others) to thrive in a connected world and classroom: (1) create responsible global citizens, (2) think in code, (3) use technology to close equity gaps, (4) know how to be open, and (5) personalize learning.” (Schmidt-Crawford, Lindstrom, & Thompson, 2018, p. 132)