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| Domine,
V. (2007). Commerce in Schools: Four U.S. Perspectives. Society
and Business Review, 2(1), 98-120. |
| Abstract:
This article surveys the history, research and policies
related to commerce in schooling (1890-2005) within the United
States. The literature is organized according to four emergent
U.S. perspectives—protectionist, celebrant, cultural critic,
and educated consumer. The dominant U.S. assumptions of commercial
media subscribe to a stimulus-response model of learning, rather
than an active model of young people as constructing their own
experiences with commercial media. Much of the research and
policies about commercial media in schools reflect adult assumptions
about how young people learn, rather than provide empirical
research about how young people actually interact with commercial
texts while in school. The article questions an excessive emphasis
on the texts and technologies of instruction and calls for more
empirical research that is grounded in theories of social constructivism,
symbolic interactionism, and media education. [get
article] |
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| Domine,
V. (2007). Technology and Graduate Teacher Education: An Integrated
Approach to Program Design. In C. Crawford et al. (Eds.), Proceedings
of Society for Information Technology and Teacher Education
International Conference 2007 (pp. 1010-1017). Chesapeake,
VA: AACE. |
| This
paper documents the design and development of a graduate teacher
education program in educational technology that bridges educational
theory with technological practices through a framework consisting
of philosophical, practical and pedagogical dimensions. The
program is grounded in principles of media literacy and democratic
practice while also engaging students in technological practices,
as proscribed through state and national standards for technology
in education. The paper emphasizes the need for school-university
partnerships, educational technology praxis, and stronger connections
with schools and local community agencies to support best pedagogical,
as well as technological, practices.[get
paper] |
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|
Domine,
V. (2006). “Doing technology” in the college classroom:
Media literacy as critical pedagogy. In R. Goldstein
(Ed.). Useful Theory: Making Critical Education Practical
(pp. 131-147). New York: Peter Lang. |
| While
critics often blame teachers and technology (or lack thereof)
for poor performance among students, I argue the inadequacy
lies within the philosophical and pedagogical approaches to
using technology in the classroom. Our access and use of equipment
must develop into a more critical, creative and comprehensive
commitment to using technology in support of innovative teaching
and learning instead of using teaching and learning to support
innovative technologies. In this chapter, I offer a framework
for incorporating technology in the classroom, one that is grounded
in tenets of critical-interpretive theory and media literacy.
Finally, I present a case study of “doing technology” that integrates
the aforementioned theoretical framework within a real classroom
and curriculum context. [get
book] |
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| Domine,
V. (2006, November) Four Steps to Standards Integration. Learning
and Leading with Technology, 34(3), 22-25.
|
| It
is too easy for teachers and library media specialists to
entangle themselves in the multiple strands of standards:
State core curriculum content standards, NETS-S, NETS-T, and
the Information Literacy Standards (ALA). To prevent teachers
from professionally drowning in this vast sea of accountability,
the following exercise untangles the standards, and helps
teachers to align their teaching style(s) with immediately
accessible instructional technologies. Given the seductive
nature of technological innovation, most teachers (and humans
in general) will linger in fascination with new technologies,
regardless of their educational value. This article outlines
a curriculum design process that allows educators to visually
assemble curriculum where standards are at the forefront of
their teaching and instructional technologies play a supporting
role.[get
article] |
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| Domine,
V. (2006, Summer). Student attitudes towards internet use at
school. Academic Exchange Quarterly,10(2), 104-108. |
| This
article presents portraits of student attitudes and understanding
of internet use at home and school. Discursive data reveal
a disconnect between social uses of the internet outside of
school and linear individual uses of the internet for information
access in school. These findings suggest classroom teachers
should leverage students’ savvy social uses of the internet
outside school to deepen and extend access to information
and knowledge in the classroom.[get
article] |
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| Domine,
V. (2006, Spring). Online pedagogy: Beyond digital “chalk and
talk.” Academic Exchange Quarterly,10(1), 48-51.
|
| Courseware
provides efficient data-management for higher education; however,
less clear are the ways it serves pedagogical innovation and
democratic practice. This article illustrates the challenges
of creating an authentic online pedagogy through a case study
of a graduate level teacher education course. While professional
felt needs drive in-service teachers to achieve online interdependence,
lack of proficiency with the technological side of courseware
and tension between process and product pose significant challenges
to developing an authentic and democratic online pedagogy [get
article] |
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| Domine,
V. (2004). From savvy consumer to responsible citizen: Teen
perspectives of advertising in the classroom. The Journal
of Media Literacy, 51(2), pp. 45-52. |
| As
part of a larger study that qualitatively examines students'
understandings of and attitudes towards commercial media in
the classroom, I offer a schema of four student perspectives
to help guide teachers and teacher educators in the study of
commercial media in the school classroom. [To
obtain a copy of this issue send an email to NTelemedia@aol.com] |
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| Domine,
V. (2004). How important is technology in urban education? In
S. Steinberg & J. Kincheloe (Eds.). 19 Urban Questions:
Teaching in the City (pp. 210-218). New York: Peter Lang. |
| My
answer to the question, “How important is technology in
urban education?” has to do with renewing our commitment
to urban education while downplaying the technologies. I do
not wish to diminish the importance of technological proficiency,
as it plays a significant role in achieving educational innovation.
However, success within urban education requires an authentic
and ecological approach to schooling. Urban schools are merely
one component within a larger system that includes family, community,
and government. Similarly, technology is merely one component
within a larger system that involves professional development,
leadership, communication, assessment, and ongoing support.
[get
book] |
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| Domine,
V. (2002). “We’re wired! Now what?” A holistic
approach to technology planning in high schools. Journal
of Literacy and Technology, 2(2) |
| "We're
wired! Now what?" is a question I heard frequently from K-12
school teachers during my tenure as a media and technology
consultant in New York City during the late 1990s. Most, if
not all, of the school funding for technology at that time
was spent on wiring classrooms or acquiring computers. Little
of the funding was directed at planning or professional development
for teachers.Clearly, a new framework for technology must
emerge before technologies such as (but not limited to) computers
can be used as anything other than attractive additions to
otherwise dull curricula. My work with ten New York City high
school principals and review of numerous technology plans
generated some key elements for principals and administrators
to consider when creating a school-wide technology plan. The
elements comprise a holistic view of technology planning and
serve as a map to more specific and therefore meaningful uses
of technology across the curriculum. Following an outline
of technology planning, I offer a case study of school-wide
technology planning that raises interesting challenges for
principals, teachers, district leaders, technology coordinators,
and professional developers as they try to connect with technology
for purpose larger than the equipment itself. [get
article] |
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