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

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

Neal Shambaugh
Copyright: © 2014 |Pages: 21
ISBN13: 9781466657809|ISBN10: 1466657804|EISBN13: 9781466657816
DOI: 10.4018/978-1-4666-5780-9.ch053
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MLA

Shambaugh, Neal. "Digital Media Literacy Practices for 5th Year Pre-Service Teachers in a PDS Model." Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2014, pp. 937-957. https://doi.org/10.4018/978-1-4666-5780-9.ch053

APA

Shambaugh, N. (2014). Digital Media Literacy Practices for 5th Year Pre-Service Teachers in a PDS Model. In I. Management Association (Ed.), Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications (pp. 937-957). IGI Global. https://doi.org/10.4018/978-1-4666-5780-9.ch053

Chicago

Shambaugh, Neal. "Digital Media Literacy Practices for 5th Year Pre-Service Teachers in a PDS Model." In Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 937-957. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5780-9.ch053

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Abstract

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.

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