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• 1 2023-04-24T16:54:21+00:00 Crystallizing the discussion 8 here is a summary of the discussion section with a focus on crystallizing some understandings plain 2023-10-02T16:26:28+00:00 Media and digital literacies reside in the intentionality between human and world, shifting how humans interact through technologies with/in the world, impacting how they read the word and read the world (Freire, 2018/1970). The presence or absence of skills, fluencies, competencies and literacies with media-based technologies and digital/electronic devices will impact communications, creativity, connections and criticality when building and maintaining relationships and intentions emerging from human↔︎technology↔︎world interactions (Ihde, 2015). In this discussion, the dimensions selected shine light on the participants' shared stories of struggles with knowing enough and finding time to learn more, about technology integrations that would benefit their MDL within their OEPr with/for their students in order to collaborate and co-construct learning. This struggle was particularly evident in Andromeda, Lyra, and Orion's interviews.
  
  
            Through this discussion, I make sense of these lived experiences within the broader fields of media and digital literacy, open education, and teacher education. What emerges is a story of MDL relevant to communication, creativity, connecting, and criticality. Although I juxtapose and merge ideas to shape my understanding, I recognize that this discussion is a liminal space, shifting through and between what is known and unknown as evidenced in the findings, becoming as it is written. In this way, I generate "knowledge that is partial and prismatic. Knowledge that admits its failures and opens up new ways of thinking" (Cannon, 2018, p. 572). 
  
            As I crystallize the findings of this research in this discussion, I focus through the dimensions evident within the participants’ ethos and stories. I revisit the entangled conceptions of MDL as remixed within this research. I expose the confusion emerging between the conceptions of media and digital skills, fluencies, competencies and literacies (see Figure 10) and examine understandings of what is encompassed in the notion of teaching practice (see Figure 3). As I crystallize conceptions, what becomes clear is the complex and sometimes chaotic nature of assemblages gathered from this exploration.
   
• 1 2023-06-25T19:48:44+00:00 Contribution to TEds 7 conclusion section that outlines how the research contributes to teacher education plain 2023-10-02T16:34:17+00:00

  Contribution to the study of teacher education

  Teaching in teacher education is a complex task (Livingston, 2017). Through this research I recognize and emphasize this complexity in the art and science of teaching (see Figure 2, see Figure 3). Teaching encompasses diverse factors relating to design, content, assessment, sociality, technology, community, and cognition. Elements and dispositions include patience, compassion, tenacity, character, pleasure, learning, authority, ethics, order, and imagination (Banner & Cannon, 2017/1997). By considering these factors as being relevant to the lived experiences of TEds in Canadian FoE contributes to the value that should be considered in the profession.
  
  With the creation of the gyroscopic image (see Figure 22) comes a second contribution to the study of teacher education. This complex navigational aid can be applied to the management of the ever-shifting terrain of teacher education. Through this remixed image, focusing on the infusion of MDL into an OEPr, I contribute to the technological dimension of specificity and salience (Scott, 2014). Specificity is evident in the key elements that emerge from the participants’ efforts to communicate, connect, create and become a critical emitter and receptor of media and digital processes and productions in their work as teacher educators. Salience is the noticing of information that is notable (Scott, 2014). This is evident in the gyroscopic navigational image where I place the teacher educator in the center of the image, surrounded by the moving parts representing their MDL within an OEPr. In this way, the centrality of teacher educators in this research is recognized.
  
  Although the main focus of this research is grounded in the work of teacher educators, this work can support the infusion of MDL into other areas of study in teacher education or broader higher education contexts. For example, one extension of this doctoral inquiry is exemplified by my supporting work with students in the application of e-portfolios into the faculty of education with a focus on introducing and building MDL into the lived experiences of students and faculty.
  
  This doctoral inquiry and resulting research contribute to explorations into the complex and diverse practices of teacher educators (see Figure 23), thus modelling how MDL practices which are not divided “according to binary oppositions, but instead moves fluidly between the ethical and the personal; the objective and the subjective; the creative and the critical. Practices spread across digital contexts and include social, cultural and political elements” (Pangrazio, 2016, p. 168).