Why Does Digital Learning Matter? Digital Competencies, Social Justice and Critical Pedagogy in Initial Teacher Education

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching and Learning Pub Date : 2020-05-30 DOI:10.22329/jtl.v14i1.6259
Helen Coker
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引用次数: 9

Abstract

Digital tools and spaces are becoming prevalent in schools across the world requiring the development of digital skillsets for student-teachers. Digital technology, in enabling education to extend beyond the space and time boundaries of the conventional classroom (Seifert, T., Sheppard, B. Wakeham, M., 2015) , brings the digital landscape into the classroom and firmly into the frame of reference for those preparing student-teachers to enter the profession. For Initial Teacher Education (ITE) programmes which foreground social justice, the digital (technology which is linked to the internet) goes far beyond a skillset or a discrete subject. Engaging with digital learning encompasses the 21st century context - both local and global - in which student-teachers and their future pupils are situated. Developing a critical pedagogic approach involves understanding the context in which one lives and enabling learners to challenge or change it (Freire, 1996) . For those working in ITE a postdigital lens provides a means to understand the context in which they are situated. Critical pedagogy enables student-teachers to understand that context and challenge the inequities which persist, preparing them not simply to navigate the digital landscape, but to engage with it critically. Reflecting on student-teacher learning this article explores the digital dimension, highlighting the importance of digital learning when engaging with critical pedagogy and social justice in ITE.
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为什么数字化学习很重要?初级教师教育中的数字能力、社会公正和批判教学法
数字工具和空间在世界各地的学校中越来越普遍,需要为学生教师开发数字技能。数字技术使教育能够超越传统课堂的空间和时间界限(Seifert,T.,Sheppard,B.Wakeham,M.,2015),将数字景观带入课堂,并牢牢地纳入为学生教师进入职业做准备的参考框架。对于以社会正义为前景的初级教师教育(ITE)项目来说,数字(与互联网相连的技术)远远超出了一套技能或一门独立的学科。参与数字学习包括21世纪的本地和全球背景,学生、教师和他们未来的学生所处的环境。发展批判性的教学方法包括理解一个人的生活环境,并使学习者能够挑战或改变它(Freire,1996)。对于那些在ITE工作的人来说,后数字镜头提供了一种理解他们所处环境的手段。批判性教学法使学生教师能够理解这种背景,并挑战持续存在的不平等现象,使他们不仅能够驾驭数字环境,而且能够批判性地参与其中。反思师生学习本文探讨了数字维度,强调了数字学习在ITE中参与批判性教育学和社会正义时的重要性。
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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