Digitally Supported Critical Pedagogy: Educational Technology Perspectives of Pre-Service Teachers in a Social Justice Teacher Education Program

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dc.contributor.advisorGoode, Joanna
dc.contributor.authorHenderson, Jonathon
dc.date.accessioned2015-08-18T23:03:59Z
dc.date.issued2015-08-18
dc.description.abstractThe 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.en_US
dc.description.embargo10000-01-01
dc.identifier.urihttps://hdl.handle.net/1794/19265
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsCreative Commons BY-NC-ND 4.0-US
dc.subjectCritical pedagogyen_US
dc.subjectDigitally supported critical pedagogyen_US
dc.subjectEducational technologyen_US
dc.subjectPre-service teachersen_US
dc.subjectSocial justiceen_US
dc.subjectTeacher educationen_US
dc.titleDigitally Supported Critical Pedagogy: Educational Technology Perspectives of Pre-Service Teachers in a Social Justice Teacher Education Program
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Education Studies
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.namePh.D.

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