Abstract
This is a self-study of three teacher educators: two who integrated digital technology into their literacy methods courses and one who shared their journey as a critical friend. In the first year of the study the literacy teacher educators simply layered digital technology onto the existing course, in part because they were very ad hoc in their planning and did not have a repertoire of technology-related strategies upon which to draw. In the second year they were more systematic in using technology to support student learning. Throughout the process, the critical friend offered feedback and found that his own pedagogy changed in response to many ideas offered by his colleagues. Over the 2-years of the study, our identities shifted as our pedagogies became richer, our use of technology more fully integrated into our courses, and we received validation from others and from each other.
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Kosnik, C., Menna, L., Bullock, S.M. (2017). Changing Our Practice and Identity Go Hand-in-Hand: A Self-Study of Our Efforts to Infuse Digital Technology into Our Literacy Courses. In: Garbett, D., Ovens, A. (eds) Being Self-Study Researchers in a Digital World. Self-Study of Teaching and Teacher Education Practices, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-319-39478-7_4
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