Additive and disruptive pedagogies: The use of slowmation as an example of digital technology implementation |
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| Authors: | Vetta Vratulis Tony Clarke Garry Hoban Gaalen Erickson |
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| Institution: | aDepartment of Reading/Literacy Education, Faculty of Education, Saginaw Valley State University, 7400 Bay Road, University Center, MI 48710, USA;bDepartment of Curriculum & Pedagogy, Faculty of Education, University of British Columbia, Scarfe Building 2125 Main Mall, Vancouver, BC V6T 1Z4, Canada;cUniversity of Wollongong, Faculty of Education, NSW 2522, Australia |
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| 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. |
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| Keywords: | Disruptive pedagogies Slowmation Sponsor teachers Digital technologies Teacher education |
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