Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This panel debates effective strategies in web-enhanced and online teaching and learning in 2010 adopted by the University of Canterbury degree programme to prepare teachers for primary schools in our bi-cultural nation of Aotearoa New Zealand at a time of austerity worldwide. Students have the choice of three modes of study: on campus in Christchurch, nationwide distance study, and culturally sensitive regional blends including one with a strong indigenous focus in Rotorua. In 2010 over 700 students studied within the same set of online courses in the university’s LMS, regardless of the mode. Complementary blended learning transformations included merging lecture and lab spaces, including regional students via video conference more often, programme-wide student mentors, and blending web 2.0 tools such as Wikis and an ePortfolio. Transformation of roles, spaces and places has been achieved with strong professional and organizational development informed by theory, including TPACK.
Davis, N., Dabner, N., Mackey, J., Walker, L., Hunt, A.M., Breeze, D., Morrow, D., Astall, C. & Cowan, J. (2011). Converging Offerings of Teacher Education in Times of Austerity: Transforming Spaces, Places and Roles. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 224-229). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 22, 2019 from https://www.learntechlib.org/primary/p/36263/.
© 2011 Association for the Advancement of Computing in Education (AACE)
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