Additive and disruptive pedagogies: The use of slowmation as an example of digital technology implementation

作者：Vratulis Vetta^*; Clarke Tony; Hoban Garry; Erickson Gaalen

来源：Teaching and Teacher Education, 2011, 27(8): 1179-1188.

DOI：10.1016/j.tate.2011.06.004

• Disruptive pedagogies
• Slowmation
• Sponsor teachers
• Digital technologies
• Teacher education

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.

• 出版日期2011-11