Developing Preservice Teachers’ Positionalities in 140 Characters or Less: Examining Microblogging as Dialogic Space
Mike P. Cook, Auburn University, United States ; Jeanne Dyches Bissonnette, Iowa State University, United States
CITE Journal Volume 16, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Studies examining preservice teachers’ (PSTs) experiences with microblogging and activities that buttress and promote their social justice development have largely occurred in isolation from one another. To that end, this study examines in what ways pairing the popular social networking website Twitter with readings from a young adult literature course helped PSTs cultivate their awareness of and positionalities related to the social justice issues discussed in the course—and ones they will confront in their classrooms. Although students noted that engaging in this new dialogic space afforded certain benefits, the data suggest that PSTs encountered a variety of obstructions as they worked to develop and articulate their social-justice-oriented positionalities, including difficulty extending in-class conversations and trouble negotiating the social dimensions of Twitter. In examining the intersection between Twitter and its conduciveness to support PSTs’ social justice positionalities, the findings suggest that, despite its popularity, the forum did not prove to be an organic medium for students to engage social justice issues. Findings imply that teacher educators interested in utilizing microblogging to foster PSTs’ social awareness and growth should utilize Twitter as but one of many pedagogical tools to assist students in developing their social justice positionalities.
Cook, M.P. & Dyches Bissonnette, J. (2016). Developing Preservice Teachers’ Positionalities in 140 Characters or Less: Examining Microblogging as Dialogic Space. Contemporary Issues in Technology and Teacher Education, 16(2), 82-109. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2016 Society for Information Technology & Teacher Education
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Betina Hsieh, California State University, Long Beach, United States
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 2 (June 2018) pp. 271–288
Jeffrey Carpenter & Scott Morrison, Elon University, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2216–2221
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