Source: This article was published in Teaching and Teacher Education, Volume 27, Issue 8,
Author(s): Vetta Vratulis, Tony Clarke, Garry Hoban, and Gaalen Erickson, " Additive and Disruptive Pedagogies: The Use of Slowmation as an Example of Digital Technology Implementation", Pages 1179–1188, Copyright Elsevier (November 2011).
The goal of this study was to explore the experiences of 35 preservice teachers as they were introduced to a new digital technology, “Slowmation” (abbreviated from Slow Animation), as a “disruptive” pedagogy over a period of 12 months.
The participants in the study were 35 preservice teachers from an elementary cohort.
Primary data sources included field notes and semi-structured interviews.
Findings revealed that the preservice teachers enjoyed using slowmation as learners during the on-campus part of their program, yet very few used it as a disruptive pedagogy when teaching during their extended practicum.
This study highlights the challenges inherent in introducing “disruptive” pedagogies in a teacher education program.
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