ABSTRACT

In this manuscript, we explore sites of struggle in the inclusion of critical digital literacies (CDL) in teacher preparation programs. Our worked examples explore two authors’ teacher-preparation classrooms and the ways in which each attempts to teach about CDL, in the scope of each class, across varying scales. Through a scalar approach, we explore the sites of struggle that each of the instructors face despite the differing contexts within each scale. These sites of struggle include control, bureaucracy, and isolation. In doing so, we aim to shift the narrative around a lack of meaningful, engaging CDL practices in the classroom away from blaming individual educators towards more nuanced understandings of the systemic struggles present within teacher preparation classrooms, programs and educational institutions and structures.

摘要

在这份手稿中，我们探索了在教师准备计划中包含关键数字素养 (CDL) 的斗争场所。我们的工作示例探索了两位作者的教师准备课堂，以及每个人尝试在每个班级范围内、跨不同规模教授 CDL 的方式。通过标量方法，我们探索了每位教师面临的斗争场所，尽管每个规模内的背景不同。这些斗争场所包括控制、官僚主义和孤立。在这样做时，我们的目标是将围绕课堂中缺乏有意义的、引人入胜的 CDL 实践的叙述从指责个别教育者转向对教师准备课堂、课程和教育机构和结构中存在的系统性斗争的更细致入微的理解。