Investigating Cultural Models of Technology and Literacy Integration in Pre-Service Teacher Education

Abstract

This chapter reports research from a larger study that investigates the complexities of preparing digital native students to become digital native teachers in a teacher education program at a large, southern university. Specifically, this chapter examines faculty instructors’ beliefs regarding technology and literacy integration in a required pre-service teacher education course. The authors address the challenges of teaching and learning in the twenty-first century with particular attention to issues of multiliteracies and technology integration in pre-service preparation. Using New Literacy Studies and discourse analysis, the authors analyze instructors’ discourse finding a culture of pedagogical beliefs that embodies an expansion of what media, technology, and literacy integration means in pre-service teacher education settings in the twenty-first century.