Digital Technologies and performative pedagogies: Repositioning the visual

Kathryn Grushka & Debra Donnelly
Published Online: May 31, 2010
Abstract | References | Full Text: HTML, PDF (524 KB)

Abstract

Images are becoming a primary means of information presentation in the digitized global media and digital technologies have emancipated and democratized the image. This allows for the reproduction and manipulation of images on a scale never seen before and opens new possibilities for teachers schooled in critical visuality. This paper reports on an innovative pre-service teacher training course in which a cross-curricula cohort of secondary teachers employed visual performative competencies to produce a series of learning objects on a digital platform. The resulting intertextual narratives demonstrate that the manipulation of image and text offered by digital technologies create a powerful vehicle for investigating knowledge and understandings, evolving new meaning and awakening latent creativity in the use of images for meaning making. This research informs the New Literacies and multimodal fields of enquiry and argues that visuality is integral to any pedagogy that purports to be relevant to the contemporary learner. It argues that the visual has been significantly under-valued as a conduit for knowledge acquisition and meaning making in the digital environment and supports the claim that critical literacy, interactivity, experimentation and production are vital to attaining the tenets of transformative education (Buckingham, 2007; Walsh, 2007; Cope & Kalantzis, 2008).

Keywords: Digital technologies, learning objects, imaging praxis, multimodality, performative, pre-service teachers, visuality.

Biographical Statement

Kath Grushka and Debra Donnelly are academics working at the School of Education, University of Newcastle, New South Wales, Australia. Both have extensive experience across a range of educational settings. Kath Grushka is an art educator with research interests in curriculum design and theory in visual arts, teacher identity and the role of reflective practice, and visual culture and technology. Debra Donnelly is a history educator with research interest in historical understanding pedagogies, new media and historical consciousness and pre-service teacher education.

Email: Kath.Grushka@newcastle.edu.au

Email: Debra.Donnelly@newcastle.edu.au


User Comments
Author: LegoLab » Digital Culture & Education: Beyond ‘new’ literacies
1 June 2010 09:06:49 PM

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