Technology and Self in Teacher Education: Making Sense in Interaction

• In Event: Technology, Identity, and Efficacy: Exploring Cross-Disciplinary Perspectives

Abstract

The digital use divide (Cullatta, 2016) is classed and raced (DiMaggio, et. al, 2001; Hargittai & Hinnant, 2008) in which opportunities for active, engaged, and creative uses of technology are primarily available to white and/or middle and upper class communities. Within the context of an Urban Teacher Residency teacher education program, I identify three findings regarding the sensemaking of novice teachers. They resist explicit connections between technology integration practices and social justice ideologies, are identified as different “kinds” (Anderson, 2009) of teachers and given access to various roles within discussion groups based on their race and gender, and all of which is complicated by their own narration of their identity on scales of technological savvy.

Author

• Jamie D. Gravell, California State University - Stanislaus