The following slides are for a (award winning no less) paper presented at SITE’2016 titled Mapping the digital practices of teacher educators: Implications for teacher education in changing digital landscapes.
Earlier this week I attended a session given by the research ethics folk at my institution. One of the observations was that they’d run training sessions but almost no-one came. I’ve heard similar observations from L&T folk, librarians, and just about anyone else aiming to help academics develop new skills. Especially when people spend time
This is the 2nd post (first here) looking at Instructional Science 43(2) on the topic of “Teachers as designers of technology enhanced learning”. This post looks at Matuk et al (2015) In summary The claim is that the ability for teachers to customise is positive for learning. Teachers’ involvement in curriculum design is essential for
Some colleagues and I are starting to wonder about what type of “digital knowledge” teachers might need. This is occurring in the context of a re-design of a Bachelor of Education. This particular post is a summary of reading and thinking about ideas outlined in Kirschner (2015) and related writings. Apparently Instructional Science 43(2) feature
Apparently teacher education has a technology knowledge problem. The 2015 Horizon Report for K-12 lists as it’s second “Solvable Challenge” (defined as “Those that we understand and know how to solve”) the problem of “Integrating Technology in Teacher Education“. It includes statements such as Teacher training still does not acknowledge the fact that digital media