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Journal Article

Sharing e‑Learning Innovation across Disciplines: an Encounter between Engineering and Teacher Education  pp31-40

Nicol Pan, Henry Lau, Winnie Lai

© Jan 2010 Volume 8 Issue 1, Editor: Shirley Williams, pp1 - 50

Look inside Download PDF (free)

Abstract

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Keywords: e-Learning, teacher education, engineering education, TPCK, Web 2.0, interdisciplinary collaboration

 

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Journal Article

Escalating the use of Web 2.0 Technology in Secondary Schools in the United Kingdom: Barriers and Enablers Beyond Teacher Training  pp91-100

Alison Hramiak, Helen Boulton

© Jun 2013 Volume 11 Issue 2, Editor: Roy Williams, pp80 - 167

Look inside Download PDF (free)

Abstract

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Keywords: pre-service teacher education, secondary school teachers, technology uses in education, teaching methods, weblogs, blogs

 

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Journal Article

The Global Classroom Model Simultaneous campus‑ and home‑based education using videoconferencing  pp215-226

Charlotte Lærke Weitze, Rikke Ørngreen

© May 2014 Volume 12 Issue 2, ECEL, Editor: Mélanie Ciussi, pp126 - 226

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Abstract

Abstract: This paper presents and discusses findings about how students, teachers, and the organization experience a start‑up‑project applying videoconferences between campus and home. This is new territory for adult learning centers. The research is base d on the Global Classroom Model as it is implemented and used at an adult learning center in Denmark, named VUC Storstrøm. . After a couple of years of campus‑to‑campus video streaming, VUC Storstrøm started a fulltime day program in 2011 with the support of a hybrid campus and videoconference model. In this model the teachers and some of the students are present on campus in the classroom, while other students are participating simultaneously from their home using laptops. In this paper, the case and con text of VUC Storstrøm, the research design chosen, and the literature that already exists in this area constitutes the backdrop for the analysis and discussion of the first activities in this long‑term project. The research is based on interviews, on utte rances in feedback sessions, and on the observed interaction taking place in the first sixths month of 2013 (i.e. 1½ year after the first program commenced). Evaluations show that the students are happy with the flexibility this model provides in their everyday life. However, findings also show several obstacles: Technical issues are at play, but also the learning design of the lessons, as well as general organizational and cultural issues. In this paper we focus on the students and teachers experiences and on the organizational issues related to the transition to the Global Classroom Model as well as provide outlines to the consequences these findings may have, for example in relation to the continued development of the teachers educational designs.

 

Keywords: Keywords: Global Classroom, videoconferences, hybrid campus- and home-based education, adult education, competence development, teacher education

 

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Journal Article

Telling Tales: Towards a new Model of Literacy Development Using e‑Readers in Teacher Education in Chile  pp84-96

Paula Charbonneau-Gowdy

© Feb 2015 Volume 13 Issue 2, ICEL2014, Editor: Paul Griffiths, pp57 - 148

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Abstract

Abstract: Current debates on quality standards in education often look to the levels of an increasingly diverse array of literacies as a measure of that standard. At the same time, while mobile technologies are profoundly changing the way we live, communi cate and learn in our everyday lives, relatively little seems to be known about their potential to influence even basic literacy in formal education sites. Examining the use of practical and affordable emerging technologies in many countries worldwide whe re literacy rates are an issue, seems as yet to have been overlooked. Considering the implication of multiple literacy and communication skills to economic and cultural development and stability in emerging countries and increasingly in developed ones as well, finding immediate answers to challenges in this area is critical. This paper reports on a longitudinal study that examined the power of e‑readers to support change in the literacy habits and ultimately the learning cultures of a group of English as a foreign language (EFL) teachers‑in‑training in Chile. The aim of the study was to determine if access to low‑cost mobile readers and a social‑learning driven, technology‑supported, guided reading program, could reverse their literacy challenges. The s tudy is based on social‑cultural theory in which learner agency, access to funds of knowledge and social interaction are imperative ingredients for developing engaged, life‑long learners and readers. Participatory Action Research (PAR) is used to condu ct the inquiry. Working within a qualitative research paradigm, ethnographic tools and numerical data from pre‑ and post‑test results, helped to uncover how the use of technology influenced both the literacy practices and identities of the teachers‑in‑tra ining. The findings have led to the proposal of a new 21st century model for literacy education for such challenging contexts. This model could have important implications for Chile as well as learners, educators and policy makers elsewhere.

 

Keywords: Keywords: education in Chile, multi-literacies, teacher education, mobile learning, e-books, literacy in challenging contexts

 

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Journal Article

It Takes a Community to Develop a Teacher: Testing a New Teacher Education Model for Promoting ICT in Classroom Teaching Practices in Chile  pp237-249

Paula Charbonneau-Gowdy

© Apr 2015 Volume 13 Issue 4, ECEL 2014, Editor: Kim Long, pp205 - 315

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Abstract

Abstract: This paper is intended to adds to the emerging dialogue on best practices in teacher education for preparing future teachers to use technology to promote grounded theory‑based practices in their classrooms. In it, I report on an evolving model f or such training that resulted from a a longitudinal case study examiningning how changes to teacher trainees identities, learning and teaching practices changed when they are exposed to the use of a variety of social networking technologies for languag e learning in the context of their teacher preparation program in a private university in Chile. . The 12‑month classroom‑based case study was conducted at a private university in Chile, using a variety of ethnographic tools .… observation, interviews, an d online conversation analysis. I investigated how the integration of certain ICTstechnology into their content courses, as opposed to more traditional stand‑alone courses on technology use, mattered both in terms of the way the participants. The approach to technology used mattered both in terms of making a difference in the ways that these pre‑service teachers viewed themselves as learners and as future teachers of language, as well as of their evolving perspectives on the use of technology for learning and teaching. My aim in conducting the study was twofold: 1) to determine was twofold. First, I examined whether innovative technology‑ infused (TI) courses would serve to enable the beginning teacher participants to shed their traditional, passive, rather narrow cultural mindset as individuals and learners that are contrary to the identities of effective, 21st century teachers; and 2). Secondly, I sought to determine to see whether opportunities for these individuals to use a variety of innovative technologies for their own learning would have an influence on the pedagogies these individualsy themselves employed in their teaching practices. Would technology‑infused courses lead to teaching with technology? While the longitudinal study provided enc ouraging signs on both accounts within the teacher preparation program, questions remained about whether the model would be supported where it mattered … in real classroom teaching. In this article, I report on follow‑up acknowledging the challenges wit hin classroom‑based research and the complexities involved in social science‑based qualitative and numbers‑based findings that suggest that, generally, the positive changes were not sustained. These findings provide strong support for the need for teacher education models to be tested in real practice. Importantly, they also uncover the essential ingredient for promoting future teachers uptake of effective use of ICTs … collective support from the Teacher Education stakeholder community research para digms in drawing generalizable conclusions, the data analysis clearly confirms that there were encouraging signs for both aims for this particular group of pre‑service teachers. This study should be of interest to all stakeholders in education, most espe cially those whose responsibility it is and who may struggle with practical strategies to ensure that pre‑service teachers have the identities, skills and tools necessary for providing quality 21st century education programs.

 

Keywords: Keywords: ICT in technology-based learning practices, Tteacher Eeducation, 21st century 21st century teaching/ learning skills, teacher identity, ICT-based Teacher Education model, ICT in practice teaching, community-supported teacher training, Teacher Ed ucation reform in Chile

 

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Journal Article

Brave Forms of Mentoring Supported by Technology in Teacher Education  pp3-14

Paula Charbonneau-Gowdy, Rosana Capredoni, Sebastian Gonzalez, María José Jayo, Pablo Raby

© Apr 2016 Volume 14 Issue 1, ECEL 2015, Editor: Amanda Jefferies and Marija Cubric, pp1 - 80

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Abstract

Abstract: Quality education is undoubtedly a global concern, tied closely to preoccupations with economic and social development. Increasingly, the adoption and effective use of current technology tools are being recognized as visible signs of that qualit y. Scholars are providing increasing evidence of the kinds of empowered teacher identities that will adopt the effective use of technology tools in teaching. Less is being discussed about how technology can support the processes needed to mediate such ide ntities. The context of Teacher Education is a strategic place to begin to initiate such processes. Our aim in this article is twofold: 1) to describe two recent examples of innovative, technology … supported mentoring processes that were conducted in t he context of an EFL Teacher Education program in Chile; 2) to revisit the findings in light of new evidence from participants who have moved on in their careers and in the framework of recent scholarship on the responsibilities that Teacher Education pl ays in their development. The first 16‑month study examined the influences of a guided reading program involving e‑readers on the identities and literacy skills of pre‑service teachers. The second was a student‑conceived study to determine the influence o f upper year students peer mentoring, made available partly through a social media site (SMS), on the identities and investment in learning of 12 first‑year students in the pedagogy program. Initial evidence from ethnographic tools indicated in both st udies that the participants were struggling with confidence and doubting themselves as knowledgeable, effective future teachers … not indicative of quality teaching. Positive signs at the end of both studies and more recent reports from participants sugge st that the mentoring had longitudinal benefits for some, although not uniformly. The potential of apprenticeship and mentoring in a technology‑ supported environment requires rethinking of Teacher Education mandates if we are to empower emerging teacher s to be quality teachers.

 

Keywords: Keywords: teacher education, social communication technology support for mentoring, identity and investment, TPAK, e-readers

 

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Journal Article

‘As a student, I do think that the learning effectiveness of electronic portfolios depends, to quite a large extent, on the attitude of students!’  pp407-416

Jane Mok

© Oct 2012 Volume 10 Issue 4, ICEL 2012, Editor: Paul Lam, pp360 - 440

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Abstract

Lynch and Purnawarman (2004:50) point out that ‘a solid electronic portfolio can show reflection, evolution of thought and overall professional development’. Research shows that electronic portfolio assessment, if implemented thoughtfully, can successfully engage learners in critical thinking and problem solving, promote lifelong education, encourage self evaluation and allow learners to have a higher degree of control over the learning process (Pierson and Kumari, 2000; Mason, Pegler, and Weller, 2004). Given the value of electronic portfolios, there has been growing interest in using electronic portfolio assessment to support teacher education (Lynch and Purnawarman, 2004). In this paper, we discuss on‑going efforts at the University of Hong Kong to design assessment tasks for a language awareness course entitled ‘Pedagogical Content Knowledge’. The final‑year student teachers taking the course are required to compile an electronic portfolio based on their reflections on the relevance and applicability of the issues relating to dealing with the content of learning in pedagogical practice discussed in the course. This paper sets out to describe and analyze issues relating to the design and implementation of the assessment, focusing specifically on the challenges that the research team faces. In our paper, we draw on a range of data, including student teachers’ feedback on the assessment and in‑depth reflections of two student teachers after the assessment to critically evaluate the extent to which the assessment has achieved the intended learning outcomes. The reflective study shows that apart from technical support, methodological and psychological preparation designed to help students to take on a more active role in the learning and assessment process are also needed to help students to perform effectively in the computer‑supported assessment. Implications are drawn for those who plan to conduct electronic portfolio assessment in higher education.

 

Keywords: Keywords: electronic portfolio assessment, psychological preparation, methodological preparation, assessment innovation, teacher education

 

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Journal Issue

Volume 8 Issue 1 / Jan 2010  pp1‑50

Editor: Shirley Williams

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Editorial

As we enter 2010 it is interesting to reflect how learning has changed over the past decade. Technology has changed considerably over this time period, as have learners’ expectations. In the last 10 years we have gone from internet access as a luxury to many seeing it as a necessity. In this climate it is interesting to look at the data collected by Littlejohn and her colleagues, and to speculate what will happen in the next 10 years, and whether there will be more similarities or differences across the disciplines represented in the papers that form this edition. Shirley Williams Reading January 2010

 

Keywords: assessment for learning, blended learning, collaborative learning, digital literacy, engineering education, English for Academic Purposes (EAP), e-portfolio, , higher education , interdisciplinary collaboration, learning design, learning objects., online assessment, online faculty, online learning, pedagogy, reusability, students’ expectations of technology use, study skills, teacher education, technology-enhanced learning, TPCK, transfer of assessment practices, Virtual Learning Environment (VLE), Web 2.0,

 

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