Search results for: Erickson Gaalen

The goal of this study was to explore the experiences of 35 preservice teachers as they were introduced to a new digital technology, “Slowmation”, as a “disruptive” pedagogy over a period of 12 months. The participants in the study were 35 preservice teachers from an elementary cohort. This study highlights the challenges inherent in introducing “disruptive” pedagogies in a teacher education program.