ABSTRACT A narrative case study exploring the course design and implementation of a capstone undergraduate course for future teachers taught with a lens of pedagogical intersectionality, an integration of K-12 history-social science content, advocating for students, and technology. Four undergraduate students’ perspectives on the taught concepts of culturally sustaining pedagogies, universal design for learning and social justice through multimodal approaches resulting in the creation and facilitation of a digital one-day lesson (DODL) that incorporates course tenets and use of technology. Data was collected from course surveys, reflections, DODL lesson plan, and DODL Post microteaching reflections. Themes generated from the data sources were personal learning experiences, cultural respect and acknowledgement, pedagogical growing pains, fatigue, and synthesis occurring in DODL. Collaborators responded to student comments and reflected on course design and goals to foster independent learning of course tenets. Future research will involve additional analysis of subsequent sections of the course based on feedback and reflective modifications learned through this project.

中文翻译：

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教学的交叉性：通过基于问题/基于项目的方法探索内容，技术和以学生为中心的学习

摘要一个叙事案例研究，探讨了面向未来的教师的课程设计和实施的顶峰课程，该课程以教学交叉性，K-12历史与社会科学内容的融合，倡导学生和技术为宗旨，面向未来的教师。四种本科生对通过多模式方法进行文化维持教学法，通用学习设计和社会正义的教学观念的看法，从而创造并促进了包含课程宗旨和技术使用的数字一日课程（DODL）。数据是从课程调查，反思，DODL课程计划和DODL Post微教学反思中收集的。数据来源产生的主题是个人学习经历，文化尊重和认可，教学法上的痛苦，疲劳，和合成发生在DODL中。协作者对学生的评论做出了回应，并反思了课程设计和目标，以促进课程宗旨的独立学习。未来的研究将基于通过该项目获得的反馈和反思性修改，对课程的后续部分进行额外的分析。