Title
Additive and disruptive pedagogies: the use of slowmation as an example of digital technology implementation
Document Type
Journal Article
Abstract
The purpose of this study was to explore the experiences of 35 preservice teachers as they were introduced to a new digital technology, “Slowmation” (abbreviated from Slow Animation), as a “disruptive” pedagogy over a period of 12 months. The participants in the study were 35 preservice teachers from an elementary cohort. Primary data sources included field notes and semi-structured interviews. Findings revealed that the preservice teachers enjoyed using slowmation as learners during the on-campus part of their program, yet very few used it as a disruptive pedagogy when teaching during their extended practicum. Our study highlights the challenges inherent in introducing “disruptive” pedagogies in a teacher education program.
Grant Number
ARC/DP0879119
RIS ID
38584
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Publication Details
Vratulis, V., Clarke, T., Hoban, G. & Erickson, G. (2011). Additive and disruptive pedagogies: The use of slowmation as an example of digital technology implementation. Teaching and Teacher Education, 27 (8), 1179-1188.