Teachers and Technology: Engaging Pedagogy and Practice

Teachers and Technology: Engaging Pedagogy and Practice

Karen Cadiero-Kaplan (San Diego State University, USA)
Copyright: © 2006 |Pages: 17
DOI: 10.4018/978-1-59140-494-1.ch026
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Abstract

This chapter focuses on the pedagogy necessary in critically considering technology development for K-12 teachers and their students’. Three key questions frame this analysis: First, what literacies are necessary in the learning and use of technology? Second, what methods or processes are most effective in developing and implementing such technological literacy? Third, how do teachers best develop skills in using computers which ultimately ensure the development of skills and knowledge for students in classrooms? The chapter will illustrate, through the author’s work in professional development settings, pedagogical techniques and strategies that have been implemented successfully in building capacity among new and experienced teachers in using technology for lesson planning, teaching enhancement, and portfolio development. Finally, Pailliotet and Mosenthal’s (2000) four “I’s” of media literacy—identity, intermediality, issues, and innovations—are utilized to analyze the case studies and provide a framework for implementing student-centered processes for technology use and literacy development.

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