Exploring New Literacies: A Case Study on Technology and Teacher Development in Cuban Primary Schools

Autor/in	Williams, Kate Maloney
Titel	Exploring New Literacies: A Case Study on Technology and Teacher Development in Cuban Primary Schools
Quelle	In: Journal of Media Literacy Education, 14 (2022) 1, S.82-93 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Sanctions; Information Technology; Technological Literacy; Teaching Methods; Technology Integration; Teacher Attitudes; Elementary School Teachers; Teacher Educators; Preservice Teachers; Student Attitudes; Scaffolding (Teaching Technique); Equal Education; Positive Attitudes; Technology Uses in Education; Foreign Countries; Faculty Development; Knowledge Management; Internet; Access to Computers; Cubans + Suchen Sie Ihr Suchwort? Sanction; Sanktion; Informationstechnologie; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Wissensmanagement; Kubaner
Abstract	Cuba has successfully eradicated traditional illiteracy -- with over 99% of its population considered to be literate. However, as other societies have digitized and moved towards a globalized marketplace, U.S. sanctions have severely limited the import of new technologies into the country and classroom. In response, this case study sought to investigate the learning environments of Cuban primary schools to determine the breadth of a divide and the suitability for applying recommended frameworks to teaching. Observations of primary school classrooms and facilities provided insight, bolstered by semi-structured group interviews and surveys with teachers, teaching students, and education professors. Findings revealed a high-level of awareness and optimism around the use of technology, crowdsourcing, and knowledge sharing, as well as a strong informatics-based curriculum. However, low resources and techno-determinism infringe upon equitable skill-building, continuous scaffolding, and sustainable integration. (As Provided).
Anmerkungen	National Association for Media Literacy Education. 10 Laurel Hill Drive, Cherry Hill, NJ 08003. Tel: 888-775-2652; e-mail: editor@jmle.org; Web site: https://digitalcommons.uri.edu/jmle/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01