Matthew Stuve

Program reflections on the role of longitudinal digital portfolios in the development of technology competence

Abstract Digital portfolios in teacher education provide opportunities to conceptualize learning and growth over time. The digital portfolio experiences of two secondary teacher education students in the context of an entire preservice teaching experience are presented. These vignettes, along with programmatic observations from the past four years, indicate that high‐level uses of educational technology are difficult to facilitate in large teacher education programs using a technology infusion model that emphasizes general skills. Whereas many teacher education programs have abandoned required technology courses to jump start National Educational Technology Standards‐based competence, the authors argue that advanced courses in educational technology for teacher education majors are still necessary for curricular integration with technology. This article concludes with a discussion of the nature and level of technology competence in relation to portfolio development and makes recommendations for how programs might pursue similar models.

Clubcasting: Educational Uses of Podcasting in Multicultural Settings

Purpose – This article aims to provide a case study example of the uses of podcasting in a multicultural educational setting.Design/methodology/approach – Pre‐service undergraduate teaching majors collaborated with graduate students enrolled in an educational technology course and clients of a community agency service minority, low‐income youth to produce a “radio” show podcast.Findings – The project demonstrated the potential and limitations of using a podcast to improve the literacy skills of inner city youth and technical proficiency of pre‐service teaching majors.Research limitations/implications – The study was limited to its one‐semester implementation phase.Practical implications – This is an example of the use of technology among low‐income minority youth and its ability to close the digital divide as well as the social divide between inner city youth of color and white pre‐service teachers and technology majors.Originality/value – Because of the digital divide, podcasting has not been introduced ...

A teacher's use of digital video with urban middle school students: Expanding definitions of representational literacy

Abstract The role of educational technology as media is rapidly expanding. When placed directly into the hands of students, digital video, in particular, has the potential to transform schooling. In this case study, members of the Naptown Prodigy, an after school club, produced music videos and iMovies of streetball performances. The clubs advisor, an urban middle school English teacher, participated in the PT3 Vanguard program, a university—public school staff development collaboration. The teachers access to technology through the Vanguard program enabled her students to use digital video as both a construction and expression medium. This project provides a unique and promising example of the ways in which teachers can use digital video to foster representational literacy among inner‐city youth.