Proofing

Digital texts present K-12 educators with challenges and opportunities for engaging students in critical inquiry about sociopolitical issues, especially amid the prevalence of dehumanizing digital discourses on such topics. This comparative qualitative case study examines how two high school teachers (English language development; civics) enacted humanizing critical digital literacy (CDL) pedagogies. The researchers focused on how their standpoints, made visible through their self-reflexivity (SR), informed why and how they selected, interpreted, and taught digital texts, including film and videos, audiobooks, news and social media, and digital compositions related to immigration and other sociopolitical issues. Data included semistructured interviews, focus group data, teacher lesson artifacts, and examples of digital texts and classroom practices. These data were transcribed, coded, and analyzed through theory-informed and emergent qualitative analysis. Findings suggest that, while teachers’ standpoints were highly contextual and tied to their identities, histories, and lived experiences, they informed teachers’ digital text selections and CDL pedagogies in aligned and distinct ways. Teachers’ SR was revealed through (a) justice-engaged standpoints, (b) literacies with histories, and (c) digital texts and tools that foster belonging and community. These cases illustrate how teachers’ SR informs humanizing CDL pedagogies that support students’ sensemaking, historical inquiry, and engagement with social change.

This study examined the development of technology, pedagogy, and content knowledge (TPACK) among Chinese language teachers in a professional development program. Specifically, the study examined the teachers’ changes in pedagogical beliefs, technological beliefs, student-centered instructional practices, and assessment practices in relationship to TPACK. Findings indicated significant improvements across all domains of TPACK, in both pedagogical and technological beliefs, as well as in the teaching practices. Technological beliefs were significantly associated with posttest TPACK scores, while pedagogical beliefs were significantly correlated with both technological beliefs and TPACK after the program, underscoring their interactive role in TPACK development. Assessment practices were also consistently correlated with TPACK and technological beliefs, whereas student-centered instructional practices showed no significant correlations, possibly due to the short duration of the training. The findings in this study highlight the complex relationship among beliefs and practices to shape TPACK and underscore the importance of professional development that genuinely integrates content, pedagogy, and technology. Future research should focus on the long-term impacts of TPACK on teachers’ classroom practices to identify how changes in teachers’ beliefs and knowledge translate into enacted instruction.