The document discusses a study of 80 student teachers examining their perceptions of technology and literacy. Podcasts were analyzed to understand students' views. Most students acknowledged technology as part of modern life but also expressed caution. Many discussed negative impacts of technology and a few addressed the role of teachers in using technology for education. The study concluded students held conservative views of digitally-mediated communication and had not developed professional perspectives on teaching with technology. The final remarks warned against assumptions and noted the difficulty of understanding 21st century educators' roles.

1. FUTURE EDUCATORS’
EXPLAINING VOICES

2. STUDENT TEACHERS’
PRE/MISCONCEPTIONS
Literacy means
learning how to
write.
Writing is bound
to the medium
of paper.
Teachers job is
related to the
transmission of
knowledge.
Banco de imágenes y sonidos ISFTIC

3. ANY ASSUMPTIONS
SHOULD BE TAKEN WITH
CAUTION
It is undeniable
It has been shown that student teachers
that a growing undertaking higher education programs may
number of
higher education  go through pedagogical technological courses
students use
technologies in
their everyday
 perceive an enhancement of their technology
life. literacy
 increase their frequency of technology use
without experiencing any revision of their
perceptions of what a good teacher knows or
does

4. CASE STUDY
OBJECTIVES
 Research Objective
 To know students’ perceptions towards
technology and the digital age.
 Pedagogical Objective
 Make students critically reflect on
conceptualizations of literacy in a digital world.
 Meta-Pedagogical Objective
 Model the new pedagogies and tools for learning

5. Case Participants
 80 students (6 males, 74 females)
 Age:
 35,7% aged 20 years,
 51,8%, aged 21–25,
 8,3% aged 26-30 years and
 2,2% over 30 years of age
 Future educators
 Enrolled in a 12 ECTs course called
Communicative Abilities.

6. A SOCIO-COGNITIVE
PERSPECTIVE
 Semantic macro structure analysis of group
recorded podcasts.
Podcasts may
be used to the
development of
an “explaining
voice”.
A voice that
performs
understanding.
Galeria de Yutaka Tsutano in Flickr

7. RESULTS (1/4)
13 out of the 16 podcasts make reference to this
type of macro structures:
First block –
Acknowledging
technology as
 Technologies create an increasingly globalized
part of our lives. world;
 They bring about changes in the ways of relating
and thinking;
 ICTs promote speed of communication,
availability of information and the use social
networks;
 ICT favor culture and knowledge socialization.

8. RESULTS (2/4)
7 out of the 16 podcasts make reference to these
Second block –
Statements of
type of macro structures.
caution.
 There should be balance in the combination of
traditional and new methods of communication;
 It is important to make a respectful use of ICT.

9. RESULTS (3/4)
10 out of the 16 podcasts make reference to these
Third block –
Negative
type of macro structures.
statements
towards  Technologies can impoverish personal relations,
technology. dehumanizing them;
 ICTs can create addiction and dependency;
 Information available on Internet may be false
and manipulative.

10. RESULTS (4/4)
3 out of the 16 podcasts make reference to these
type of macro structures.
Fourth block –
Statements  Teachers should motivate students to think
regarding
technology and critically;
education.
 Teachers still do not successfully exploit
technologies;
 Teachers need to be trained to use technology
for pedagogical purposes;
 Educators can turn cold technologies in warm
social relation media, helpful to educators’
objectives.

11. STUDY CONCLUSIONS
 Participating students show themselves
“conservative” regarding technology and the
digital age.
 Digitally mediated communication as less
trustworthy then than television, radio, books or
face to face encounters.
 As first year undergraduate students, they still
have not found a professional voice.
 Only 3 out of the 16 groups expressed some form
of educational preoccupation.

12. FINAL REMARKS
 Do not take anything for granted.
 No easy way to reach deeper levels of
understanding of the role of twentieth first
century educators.

13. janaina.oliveira@urv.cat
Pablo.buenestado@upc.edu
mar.camacho@urv.cat
THANK YOU.
¡GRACIAS!
OBRIGADA
=)