Designing Access to Digital Media and Learning Practices for Preservice Education Students

• In Event: Research on Digital Media, Games, and Simulations in Teacher Education

Abstract

Purpose
This poster chronicles a two-year project disseminating innovative practices using DML for teaching and learning among pre-service students within a midwestern teacher’s college. Our ongoing research purpose involves exploring supports to assist pre-service teacher education students in better understanding the potential and possibilities afforded through the use of DML and related pedagogy.

Data, Methods & Theoretical Framework
Our study involves five required introductory to education courses taught over two years. To understand student technology use and attitudes, surveys (n=89) are conducted at the beginning of each course. Survey findings suggested students 1) are generally unclear about the role of digital media in classroom learning, 2) tend to view digital media as a detractor to “serious” learning, 3) lack experience with and access to examples of using digital media tools for learning, and 4) typically view educational technology for content dissemination (SmartBoards and video-based instruction) and learning management systems as sufficient. In general, this suggests a need to orient students to DML as a pedagogical practice rather than a technology enhancement (Archambault & Barnett, 2010; Squire, 2011).

Instead of examining the “integration of technology” (Dahlstrom et al., 2012), our theoretical lens involves providing “access to practices” (Orlikowski, 2000) associated with DML. Study methodology uses design-based research (Barab & Squire, 2004) with five, semester-long, introductory education courses. Each semester, course content was successively infused with increasing DML-related exposure. (Course 1 & 2: DML readings and discussions, Course 3 added Working Examples (Gee, 2010) and hands-on experience with DML tools, Course 4 & 5 added site-based observations in K-12 classrooms.) Data collection involved pre-post student surveys, student journals, collection of student artifacts and focus group interviews with students (n=17). Thematic analysis (Miles & Huberman, 1994). was used to identify significant experiences that shifted student understandings of pedagogical practices and possibilities for using digital media.

Findings
Findings suggest traditional methods (readings and discussions) for orienting students to the pedagogy of DML, and particularly video games, were of limited value in shifting student attitudes. Engaging students in hands-on exploration of DML tools, even in conjunction with Working Examples, while more advantageous, also offered limited value. Instead, integrating K-12 classroom observations, regardless of the domain and extent of technology use, provided the most fertile ground for students to speculate about the potential for DML practices.

Significance
Providing introductory pre-service education students access to classroom models, regardless of extent to which exemplary DML pedagogy is integrated appears to be an important component in helping students connect possibilities with authentic practice. Even in cases where technology was used poorly, students had access to practice models that could be used to speculate on alternatives. Without these models, students were left to draw upon their personal experiences as a student, a process that encouraged replication of the familiar, rather than exploring new possibilities. Future iterations of these courses will incorporate selective placements observing exemplary models of DML practices - a bureaucratic challenge, but a necessary next step in the process.

Authors

• Elizabeth M. King, University of Wisconsin - Whitewater

• Katrina Liu, University of Wisconsin - Whitewater

• Ellyn M. Dickmann, University of Wisconsin - Whitewater

• Barbara Zebe Johnson, University of Wisconsin - Whitewater