Exploring connected learning spaces in teacher education

Perry, R; Pressick-Kilborn, K; Kearney, M

Exploring connected learning spaces in teacher education

Perry, R Pressick-Kilborn, K

Kearney, M

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Publication Type:: Conference Proceeding
Citation:: 30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013, 2013, pp. 694 - 705
Issue Date:: 2013-01-01

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Field	Value	Language
dc.contributor.author	Perry, R	en_US
dc.contributor.author	Pressick-Kilborn, K https://orcid.org/0000-0003-1662-7038	en_US
dc.contributor.author	Kearney, M https://orcid.org/0000-0002-6396-0418	en_US
dc.date.issued	2013-01-01	en_US
dc.identifier.citation	30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013, 2013, pp. 694 - 705	en_US
dc.identifier.isbn	9781741384031	en_US
dc.identifier.uri	http://hdl.handle.net/10453/120788
dc.description.abstract	© 2013 Rachel Perry, Kimberley Pressick-Kilborn, Matthew Kearney. This paper reports on outcomes from a study that explored how connected learning spaces, mediated by videoconference technology, enabled real-world engagement in pre-service teacher education. Student teachers in drama and science education participated in the study, which involved varied connections with school children and their classroom teachers. Key themes that emerged were underpinned by a consideration of authentic learning: student teachers’ observations of teacher practices; enactment of multiple roles; and exposure to diverse and timely feedback. Implications for the design of discipline specific on-campus activities are considered in relation to how they inform effective integration of videoconference technology for real-world, professional engagement in teacher education.	en_US
dc.relation.ispartof	30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013	en_US
dc.title	Exploring connected learning spaces in teacher education	en_US
dc.type	Conference Proceeding
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/Teacher Education Program
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US

Abstract:

© 2013 Rachel Perry, Kimberley Pressick-Kilborn, Matthew Kearney. This paper reports on outcomes from a study that explored how connected learning spaces, mediated by videoconference technology, enabled real-world engagement in pre-service teacher education. Student teachers in drama and science education participated in the study, which involved varied connections with school children and their classroom teachers. Key themes that emerged were underpinned by a consideration of authentic learning: student teachers’ observations of teacher practices; enactment of multiple roles; and exposure to diverse and timely feedback. Implications for the design of discipline specific on-campus activities are considered in relation to how they inform effective integration of videoconference technology for real-world, professional engagement in teacher education.

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http://hdl.handle.net/10453/120788