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Educating Teachers for the Knowledge Society: Social Media, Authentic Learning and Communities of Practice
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, , Tampere University of Applied Sciences / School of Vocational Teacher Education, Finland

Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

This paper introduces a new approach to preservice and in-service teacher education, based on the principles of authentic and inquiry-based learning taking place in social media environments. In order to promote the students' acquisition of the skills and competences needed in the knowledge society working environment, it is essential that the new generation of teachers are able to put aside some of the traditional concpetions of teaching and learning that derive from the industrial age system and learn to build a new type of professional identity. This paper introduces building a community of practice for networking and sharing of expertise with the help of social media as one solution to this question. Both theoretical background for the program and teachers' and students' experiences with it are discussed in the paper.

Citation

Teräs, H. & Myllylä, M. (2011). Educating Teachers for the Knowledge Society: Social Media, Authentic Learning and Communities of Practice. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 1012-1020). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE). Retrieved April 20, 2019 from .

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Cited By

  1. The LMS versus Social Media: A Case Study Examining the use of Learning Technologies by Brazilian Teachers on a Finnish Teacher Education Program.

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  2. Samba and Sauna: The Implementation of Educational Technology by Brazilian Teachers Participating in a Finnish Online Teacher Education Program.

    Mark Curcher, Tampere University of Applied Sciences, Finland; Ciao Mendes, Colégio Rio Branco, Brazil; Cibelle Lima, Colégio Rio Branco Educational Center for the Deaf, Brazil; Daniele Miyaji, Juliana Martins & Juliana Ragusa, Colégio Rio Branco, Brazil

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 312–317

  3. From North to South: An Examination of a Finnish Online Teacher Development Program Implemented in Brazil.

    Mark Curcher, Tampere University of Applied Sciences, Finland; Esther Carvalho, Colégio Rio Branco - Sao Paulo Rotarian's Foundation, Brazil

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 441–447

  4. Neither the frying pan nor the fire: In search of a balanced authentic e-learning design through an educational design research process

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    The International Review of Research in Open and Distributed Learning Vol. 15, No. 2 (Apr 01, 2014)

  5. Authentic Education: Lessons from an Online Finnish Teacher Development Program for 21st Century Faculty.

    Mark Curcher, Tampere University of Applied Sciences (TAMK), Finland; Hanna Teräs, University of Wollongong, Australia

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 60–65

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.