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Issues of Flexibility, Choice and Authenticity for Online In-service Teacher Education
PROCEEDINGS

, , , University of Canterbury, New Zealand

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Teachers are becoming increasingly aware of opportunities to embrace e-learning technologies in their classrooms and many are engaging in online professional development as a means of experiencing e-learning themselves while simultaneously strengthening their technological pedagogical knowledge in this area. This paper explores teachers’ and teacher-educators’ experiences within the context of an innovative programme designed to develop participants’ knowledge, understanding and capability in the use of online teaching technologies. The programme breaks new ground in the way it challenges traditional teacher/learner relationships, formal course design and assessment practices by encouraging flexible learner-negotiated pathways. This paper explores some of the difficulties and benefits arising from responsive course design requiring mutual engagement and collaboration between course leaders (teacher educators) and participants (classroom teachers), in order to promote learning and assessment framed by authentic problems and situated in everyday contexts.

Citation

Mackey, J., McGrath, A. & Davis, N. (2009). Issues of Flexibility, Choice and Authenticity for Online In-service Teacher Education. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 452-456). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 26, 2020 from .

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