The connection between educational technology and critical pedagogy has not been greatly explored. This yearlong research study was conducted with pre-service teachers as they progressed through a teacher licensure program. Data collection included the use of focus groups, individual interviews and participant journals. In addition, this study explored the personal and technology identity of the participants. The results led to a greater understanding of how pre-service teachers view the connection between educational technology and critical pedagogy. / 10000-01-01
| Identifer | oai:union.ndltd.org:uoregon.edu/oai:scholarsbank.uoregon.edu:1794/19265 |
| Date | 18 August 2015 |
| Creators | Henderson, Jonathon |
| Contributors | Goode, Joanna |
| Publisher | University of Oregon |
| Source Sets | University of Oregon |
| Language | en_US |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Rights | Creative Commons BY-NC-ND 4.0-US |
Page generated in 0.002 seconds