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- W205707112 abstract "In a multiliterate age we are teaching through technology, even in erstwhile conservative subjects such as English. Once teacher preparation involved only print based texts which preservice teachers read. English has always occupied the territory of the printed word, but is there room for technology in the study of the bard? Multiliteracies involve the mastery of a repertoire of literacy practices, including those deploying technology. This chapter describes a research project, which explores the challenges and concerns preservice teachers face when teaching complex literature such as Shakespeare. The chapter describes and evaluates the effectiveness of preservice students’ interactions with a set of digital vodcasts featuring an ‘expert teacher’ teaching Shakespeare’s Hamlet. This is an exploratory study deploying mostly qualitative analysis of survey data and focus group discussions with preservice teachers in their final year of undergraduate study at an Australian university. The use of vodcast resources allowed preservice teachers to effectively access ‘expert performance,’ to critically problem-solve specific issues around teaching Shakespeare, detailed in the project’s design. In deploying this technology, the preservice teachers effectively engage in a ‘cognitive apprenticeship’ through a repertoire of literacy practices on their way to becoming reflective practitioners." @default.
- W205707112 created "2016-06-24" @default.
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- W205707112 date "2010-05-21" @default.
- W205707112 modified "2023-09-27" @default.
- W205707112 title "The Bard and the Web" @default.
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- W205707112 doi "https://doi.org/10.4018/978-1-60566-842-0.ch009" @default.
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