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The Case for Technology Supported Service Learning: How Chronicled Videos Showcased Pre-Service Bilingual Teachers PROCEEDINGS

, , University of Texas - Pan American, 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

Pre-service bilingual teachers completed a service learning project as part of their teacher preparation program, and chronicled it in video, which was viewable in YouTube through Private Sharing. Students then reflected on the project and how different technologies supported their learning. The purpose of this qualitative case study was to determine to what extent technology supported their learning and reflection as they completed their service learning projects. In what way did the chronicled videos enrich the experience and help them better understand the communities where they will be teaching? Data were triangulated through three open ended reflections and video analysis rubrics. Through these data, participants revealed three overall themes from the act of supporting their service learning through videotaping technology: self-satisfaction and awareness, improved service learning for communities, and the power of team effort.

Citation

De Leon, L. & Whitacre, M. (2011). The Case for Technology Supported Service Learning: How Chronicled Videos Showcased Pre-Service Bilingual Teachers. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 1100-1103). Chesapeake, VA: AACE.

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