41,770 research outputs found
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 todayâs 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 isnât 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
E-Learning for Teachers and Trainers : Innovative Practices, Skills and Competences
Reproduction is authorised provided the source is acknowledged.Final Published versio
A learning experience in the fields of economics and business: creation of student-managed inter-university virtual networks
With this article we shall describe the learning experience carried out by our students in the fields of
Economics and Business at the Universities of Huelva and University of Seville within an active- and
cooperative-learning framework involving creation of virtual networks between our students and
others who were attending diverse universities in Spain and abroad, thus allowing us to strengthen
interactions and information exchanges among students, also allowing them to apprehend on their own
the characteristics of economic and business and entrepreneuring realities in which they are immersed
and, very specially, the use of virtual communities in the Internet
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Literature review: Analysis of current research, theory and practice in partnership working to identify constituent components of effective ITT partnerships
Digital communities: context for leading learning into the future?
In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model
Teacher competence development â a European perspective
This chapter provides an European perspectives on teacher competence development
Sparking Innovation in STEM Education with Technology and Collaboration
This report highlights innovative technology-supported pedagogic models in science, technology, engineering and mathematics (STEM) education, explores what to expect from collaboration in a designed network, and, thereafter, sketches lessons for promoting educational innovation through collaboration. How can technology-supported learning help to move beyond content delivery and truly enhance STEM education so that students develop a broad mix of skills? How can collaboration be encouraged and
used to help develop, spread, accelerate and sustain innovation in education? The HP Catalyst Initiative âan education grant programme by the Hewlett Packard (HP) Sustainability and Social Innovation team â is used as a case study to answer these questions
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