Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The impact of imposed organisational change, incremental growth of new web-based technologies and changing abilities and needs of students created a lack of clarity for lecturers of an ICT (Information and Communications Technology) course for secondary pre-service teachers. The increasing dissatisfaction felt by these lecturers became a catalyst for examining course objectives and content and redesigning the way that students interact with the content, with other students and with lecturers in the course. This paper describes the cyclical nature of the problem solving undertaken by the lecturers in the course and shows how subsequently a community of practice developed which resulted in an ongoing and evolving examination of the course. Current outcomes of this ongoing work include the development of a collaborative constructivist approach to learning within the course and the design and implementation of an innovative classroom to support this teaching and learning approach.
Morrow, D. & McGrath, A. (2010). Developing a collaborative constructivist framework for a mandatory preservice course in information and communication technology. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 3327-3330). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from https://www.learntechlib.org/primary/p/33888/.
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Converging Offerings of Teacher Education in Times of Austerity: Transforming Spaces, Places and Roles.
Niki Davis, Nicky Dabner, Julie Mackey, Lawrence Walker, Anne-Marie Hunt, Des Breeze, Donna. Morrow, Chris Astall & Jackie Cowan, University of Canterbury, New Zealand
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 224–229
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