Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

The effects of Web 2.0 pedagogy on student engagement, collaboration, and achievement

This review explores various studies and articles on the effects of Web 2.0 pedagogy on student engagement, collaboration, and achievement in a K-undergraduate setting. A critical review of purposefully selected peer-reviewed journal articles highlight the relationship between Web 2.0 pedagogy and student engagement, collaboration, and achievement. This literature review provides an analysis for administrators and teachers when implementing Web 2.0 pedagogy. This review suggests that the implementation of Web 2.0 pedagogy increases student engagement, collaboration, and achievement

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching

Technology in learning

An Association for Learning Technology and Technology Enhanced Learning Research Programme response to some questions from the Department of Business Innovation and Skills, with a foreword by John Cook and Richard Noss

A study of the relationship between information literacy, online interactions, students\u27 learning, and success in distance learning courses

The number of online courses and degree programs available to students in institutions of higher education has proliferated over the past decades. Despite this growth there continues to be debate as to how to best design these courses so that they promote student learning. One common area of agreement, however, is that effectively designed courses promote interactions among students and faculty that increase and sustain learning. There is also growing consensus of the important role that information literacy may play in student success in online courses. In the context of online courses where interactions with information often replace human interactions, information literacy skills may be critical to student success. This study was designed to explore this possibility. The study was conducted at a mid-size university in the south and had two goals: First, to profile online course offerings at the university using a checklist based on best practices for online courses. Second, the study sought to investigate the relationship of information literacy skills with success in online courses. A mixed methods research design was used in which quantitative methods were used to profile the courses studied and explore correlates of student success; qualitative methods were used to explore the dynamics of the courses and shed light on the quantitative results. The results were as follows: The online courses studied varied with respect to their information literacy requirements and the extent to which they adhered to best practices as reflected in the online course checklist used. Second, information literacy skills were correlated with success, but less so than the quality of instruction and interactions with the course instructor. Third, information literacy skills were positively related to interactions with both course instructors and other students. Fourth, students were generally favorably disposed towards their courses and appeared to rely heavily on the course instructor if their information literacy skills were deficient

Engaging the Digitally Engaged Student: Comparing Technology-Mediated Communication Use and Effects on Student Learning

The role of communication technologies in the learning process is both a dynamic and complex issue. Yet, we know surprisingly little about how the use of specific communication technologies may influence classroom performance, key learning outcomes, and other measures of course satisfaction. The research reported here attempts to add to our knowledge about the role of communication in the technology enhanced classroom (TEC) education and in technology-enhanced online (TEO) education through a direct comparison of two courses. Our findings indicate additional support for “The No Significant Difference Phenomenon.” Furthermore, we found that prior experiences lead students to gravitate towards their preferred learning environments, and that basic website elements are required in any learning environment to enhance student outcomes. Finally, we found that when used appropriately, the benefits of communication technology use in education outweigh many of the drawbacks