Emerging Learning Environments and Their Impact Upon Preservice Educators
Ruth Gannon-Cook, DePaul University, United States ; Caroline M. Crawford, Univ. of Houston Clear Lake, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Concerns revolving around digital equity remain relevant concerns, yet growing trends suggest that electronic learning environments and electronically-enhanced learning environments are on the rise. The advancement of electronic learning environments (primarily eLearning or Web-based learning) has introduced several advantages as well as several concerns that continue to fascinate the instructional designers and instructor-facilitators. Further, the electronically-enhanced learning environments (primarily the idea of Web-enhanced, also referred to as hybrid courses, as well as the face-to-face courses with digital enhancements) are slowly becoming strengthened through instructional designer and instructor-facilitator innovations. With the strengthening of emerging learning environments in the 21st century, how might these environments impact the preservice educators? How might professional change at the institutional, unit and classroom levels support the preservice educators towards engaging in emerging learning environments appropriately and successfully?
Gannon-Cook, R. & Crawford, C.M. (2004). Emerging Learning Environments and Their Impact Upon Preservice Educators. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 453-454). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE).