War Stories: One District's Venture into Social Media, Games, and Emerging Technologies
Danielle Herro, University of Wisconsin, Madison, United States ; Stephanie Leonard-Witte, Oconomowoc Area Schools, United States ; Carl Owens, Tennessee Technological University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract: This panel brings together a researcher of educational technology with fifteen years experience as a technology integration teacher, a Director of Instruction from a mid-sized K-12 school district, and a distinguished professor committed to 21st century pre-service and in-service teacher training. Together they discuss the complicated task of building a comprehensive digital literacy curriculum moving from research to practice. Drawing on authentic examples from a mid-sized K-12 school, they detail the structure, specific policies, planning, professional development, barriers and challenges of implementation, curriculum, and communication necessary to enact systemic change to create a “participatory culture” (Jenkins et al., 2006) with digital media in school. Their dialogue suggests the changing definition of literacy, fueled by practices with technology, necessitates shifting traditional beliefs and routines in schools.
Herro, D., Leonard-Witte, S. & Owens, C. (2011). War Stories: One District's Venture into Social Media, Games, and Emerging Technologies. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 2977-2983). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).