Lessons Learned from the Holocaust:Blogging to Teach Critical Multicultural Literacy

摘要

This qualitative dual-case study addresses two 21st century teacher education imperatives, technology infusion and critical multicultural literacy instruc-tion. We researched the integration of a blogas a tool to promote technology use in a graduate course on literacy and technology with a thematic focus on the Holocaust. Using a grounded theory approach (Corbin & Strauss, 2008), we analyzed data sources, including interviews, blog postings, and surveys. We conducted a second analysis using a priori coding schemes to further ana-lyze students' blog posts. Findings suggest that blogging has the potential to enhance knowledge of the ways technology can be harnessed to promote criti-cal multicultural literacy instruction. From an action research stance, we also discuss implications for our future practice.