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Virtual forms, actual effects: how amplifying student voice through digital media promotes reflective practice and positions students as pedagogical partners to prospective high school and practicing college teachers ARTICLE

British Journal of Educational Technology Volume 48, Number 5, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley

Abstract

Digital media have unique potential to amplify student voice in both high school teacher preparation and academic development for college faculty. This paper applies narrative analysis to participant descriptions of how three uses of digital media amplify student voice in the context of a single higher education consortium: (1) high school students and prospective high school teachers use email to engage in dialogue as part of a larger project within the consortium's secondary teacher preparation program, (2) undergraduate student consultants use visual mapping technology as a classroom observation tool through one of the consortium's academic development programs for college faculty and (3) graduate and undergraduate students, faculty and staff engaged in pedagogical partnerships within and beyond this consortium use on an online platform to publish reflective essays on their collaborative work. Amplifying student voice through these uses of digital media has the following actual effects: it creates the possibility for exchanges between students and teachers across space and time; it supports the development of reflective practice; and it encourages the embrace of a partnership approach to teaching and learning.

Citation

Cook‐Sather, A. (2017). Virtual forms, actual effects: how amplifying student voice through digital media promotes reflective practice and positions students as pedagogical partners to prospective high school and practicing college teachers. British Journal of Educational Technology, 48(5), 1143-1152. Wiley. Retrieved August 19, 2017 from .