You are here:

Developing an Open Online Course for Teachers and Student Teachers: An Analysis
PROCEEDINGS

, , , , , Oslo and Akershus University College of Applied Sciences, Norway

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

In this paper, we describe and analyze the process of developing an open and flexible online course for teachers and student teachers. The aim of the course is to increase as well as formalize teachers’ and student teachers’ digital competence. The course is developed as both an open online learning resource as well as an accredited higher education course of 30 credits. We apply activity theory (Engeström 1996, 1999; Jahreie 2010) as a theoretical framework to analyze the development of the course, taking into consideration organizational and pedagogical activity systems. We address the question of how the different systems present influence the development of the goal - the course and course description.

Citation

Mifsud, L., Giæver, T.H., Bjarnø, V., Gjølstad, E. & Beyer-Log, I. (2014). Developing an Open Online Course for Teachers and Student Teachers: An Analysis. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2167-2173). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2023 from .

© 2014 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Benson, A., Lawler, C. & Whitworth, A. (2008) ‘Rules, roles and tools: Activity theory and the comparative study of e-learning,’ British Journal of Educational Technology, vol. 39, no. 3, pp. 456-467.
  2. Engström, Y. (1996): Developmental work research as educational research. Looking ten years back and into the zone of proximal development. Nordisk pedagogikk, VOL 16, nr. 3.
  3. Basic Skills. (2012). Directorate of Education. Retrieved from http://www.udir.no/PageFiles/66463/FRAMEWORK_FOR_BASIC_SKILLS.pdf?epslanguage=no.
  4. Jahreie, C.F. (2010). Learning to teach: An activity theoretical study of student teachers' participation trajectories across boundaries. University of Oslo, Oslo.
  5. Kennedy M.M. (1990). Choosing a Goal for Professional Education. In Housten, W.R., Haberman, M. Og Sikula, J. (Eds.) Handbook of Research in Teacher Education, page 813-825. NY, London:Macmüllan Publ. Co.
  6. Kunnskapsdepartementet. (2006). Kunnskapsløftet [National Curriculum of Norway]. Retrieved from http://www.udir.no/Lareplaner/. Ludvigsen, S. (2009). What counts as knowledge: Learning to use categories in computer environments. In R. Säljö (Ed.), ICT and Transformation of Learning Practices. Amsterdam: Pergamon Press.
  7. Tyner, K. (1998). Literacy in a digital world: teaching and learning in the age of information. Mahwah, N.J.: Lawrence Erlbaum.
  8. Wertsch, J.V. (1981). The Concept of activity in Soviet psychology. Armonk, N.Y.: M.E. Sharpe.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References