future educators' learning voices

FUTURE EDUCATORS’ EXPLAINING VOICES

STUDENT TEACHERS’ PRE/MISCONCEPTIONS

Literacy means learning how to write.

Writing is bound to the medium of paper.

Teachers job is related to the transmission of knowledge.

Banco de imágenes y sonidos ISFTIC

ANY ASSUMPTIONS SHOULD BE TAKEN

WITH CAUTION

It has been shown that student teachers undertaking higher education programs may

go through pedagogical technological courses

perceive an enhancement of their technology literacy

increase their frequency of technology use

without experiencing any revision of their perceptions of what a good teacher knows or does

It is undeniable that a growing number of higher education students use technologies in their everyday life.

CASE STUDY OBJECTIVES

Research Objective

To know students’ perceptions towards technology and the digital age.

Pedagogical Objective

Make students critically reflect on conceptualizations of literacy in a digital world.

Meta-Pedagogical Objective

Model the new pedagogies and tools for learning

Case Participants

80 students (6 males, 74 females)

Age: 35,7% aged 20 years,

51,8%, aged 21–25,

8,3% aged 26-30 years and

2,2% over 30 years of age

Future educators

Enrolled in a 12 ECTs course called Communicative Abilities.

A SOCIO-COGNITIVE PERSPECTIVE

Podcasts may be used to the development of an “explaining voice”.

A voice that performs understanding.

Galeria de Yutaka Tsutano in Flickr

Semantic macro structure analysis of group recorded podcasts.

RESULTS (1/4)

13 out of the 16 podcasts make reference to this type of macro structures:

Technologies create an increasingly globalized world;

They bring about changes in the ways of relating and thinking;

ICTs promote speed of communication, availability of information and the use social networks;

ICT favor culture and knowledge socialization.

First block – Acknowledging technology as part of our lives.

7 out of the 16 podcasts make reference to these type of macro structures.

There should be balance in the combination of traditional and new methods of communication;

It is important to make a respectful use of ICT.

Second block – Statements of caution.

RESULTS (2/4)

10 out of the 16 podcasts make reference to these type of macro structures.

Technologies can impoverish personal relations, dehumanizing them;

ICTs can create addiction and dependency;

Information available on Internet may be false and manipulative.

Third block – Negative statements towards technology.

RESULTS (3/4)

3 out of the 16 podcasts make reference to these type of macro structures.

Teachers should motivate students to think critically;

Teachers still do not successfully exploit technologies;

Teachers need to be trained to use technology for pedagogical purposes;

Educators can turn cold technologies in warm social relation media, helpful to educators’ objectives.

Fourth block – Statements regarding technology and education.

RESULTS (4/4)

STUDY CONCLUSIONS

Participating students show themselves “conservative” regarding technology and the digital age.

Digitally mediated communication as less trustworthy then than television, radio, books or face to face encounters.

As first year undergraduate students, they still have not found a professional voice.

Only 3 out of the 16 groups expressed some form of educational preoccupation.

FINAL REMARKS

Do not take anything for granted.

No easy way to reach deeper levels of understanding of the role of twentieth first century educators.

THANK YOU.¡GRACIAS!OBRIGADA=)

janaina.oliveira@urv.cat

Pablo.buenestado@upc.edu

mar.camacho@urv.cat