Using movie-making to visualise pre-service teachers\u27 perceptions of technology

Abstract

This study uses a Bourdieusian framework to determine pre-service teachers\u27 perceptions of technology before their engagement in any formal coursework of a technology education teachers preparation program. The analysis focuses on movies depicting three states of technological capital, revealing a duality between movie narratives and written reflections. These movies underscore a Western-centric perspective on technology, ethics, and social understanding. One film triggered self-awareness among students regarding smartphone use, demonstrating the potential of movie-making for prompting personal reflection. The study emphasises experiential learning through stop-motion movie creation. Moreover, aesthetics emerges as an avenue for students to articulate technological viewpoints, transcending conventional instructional methods. Aesthetic processes unveiled students\u27 technological capital, although effective transformation centres on pedagogical adaptation. The study\u27s methodological integration of storyboards and reflective components gives insights into students\u27 evolving knowledge. The discussion shed light on technology education within the STEAM classroom. Findings show that by embracing students\u27 perceptions and facilitating knowledge expression, educators can contribute to exploring technology\u27s multifaceted role in the educational landscape