Culturally Relevant Teaching for the 21st Century

The Success and Challenges of Pre-Service Teachers When Using Technology in Critical Ways

Authors

  • Dr. Virginie Jackson Kennesaw State University
  • Dr. Stacey Delacruz Kennesaw State University
  • Dominique Harry Kennesaw State University

DOI:

https://doi.org/10.56887/galiteracy.15

Keywords:

technology integration, culturally relevant teaching, preservice teachers

Abstract

This case study examined pre-service teachers' use of technology as they implemented culturally relevant literacy lessons while tutoring elementary students in their field placement sites. As we enter a new decade, we want our students to be future-ready with technology skills. Here, we present an examination of how pre-service teachers integrated culturally relevant teaching with technology along with a discussion of the tools and devices their students used. Findings provided evidence that as pre-service teachers experienced authentic and engaging learning experiences within a supportive space, they emerged equipped to teach in culturally responsive ways that supported student learning and deeper levels of engagement. The implication for practice is for community-engaged teacher preparation models to focus on shaping prospective teachers' orientation toward culturally relevant teaching so that they build learning experiences around students' lives in engaging multiple, multimodal, and multifaceted ways.

Author Biographies

  • Dr. Virginie Jackson, Kennesaw State University

    Dr. Virginie Jackson ([email protected]) is a lecturer of literacy education and the block I & II program coordinator in the Department of Elementary and Early Childhood Education in the Bagwell College of Education (BCOE) at Kennesaw State University. She teaches undergraduate and graduate reading methods, reading assessments, and pre-school curriculum courses. Dr. Jackson’s research focuses on culturally responsive literacy practices and critical literacy development of young learners through digital literacy and the integration of the arts.

  • Dr. Stacey Delacruz, Kennesaw State University

    Dr. Stacy Delacruz ([email protected]) is an associate professor of literacy in the Department of Elementary and Early Childhood Education in the Bagwell College of Education (BCOE) at Kennesaw State University. Dr. Delacruz's area of research is K-5 digital literacy. The medium of messages is changing and literacy is evolving through new and emerging technologies. Her research has included integrating content area literacy into virtual field trips, code literacy, afterschool partnerships, online guided reading groups, and other digital literacy topics.

  • Dominique Harry, Kennesaw State University

    Dominique Harry is a graduate research assistant in the Educational Leadership department and a graduate student in the Master of Social Work (MSW) program at Kennesaw State University.

Culturally Relevant Teaching for the 21st Century (Jackson et al., 2021)

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Published

12/02/2021

Issue

Section

Research and Practitioner Articles

How to Cite

Jackson, V., Delacruz, S., & Harry, D. (2021). Culturally Relevant Teaching for the 21st Century: The Success and Challenges of Pre-Service Teachers When Using Technology in Critical Ways. Georgia Journal of Literacy, 44(1), 41-66. https://doi.org/10.56887/galiteracy.15

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