In Search of the Revolutionary Power of Critical Pedagogy: Issues of Ideology, Power, and Culture in Technology Teacher Education.

This paper describes critical pedagogy (i.e., a perspective on teaching that seeks to increase equality, voice, individual and cultural expression, and democracy in classrooms) which is meaningful in research on using technology in teacher education. The first section discusses critical pedagogy as it applies to the uses of technology for teacher education in the United Kingdom; the "National Grid for Learning," which advocates for vocational goals rather than addressing issues of culture, personal development, and equity of access, is challenged. The second section, focusing on autonomy and control in indigenous preschool teacher education in Australia, highlights the need to consider cognitive, affective, and technical scaffolding in learning environments that are sensitive to the ways in which children solve problems and build on their current understandings. The third section examines critical discourse in an online reading course in California through the lens of democratic principles of advocacy, reconciling multiple sources of information and active participation. (Contains 11 references.) (MES)