Project Partnerships: The Role of Technology in Building Innovative Practicum Experiences.
Teacher education programs rely heavily on the involvement of educational settings to enrich the learning of preservice teachers. Models of practice are diverse across tertiary institutions laying the foundations for cultural and structural interpretations of what counts for good teaching practice....
| Publicado en: | International Journal of the Humanities Vol. 6; no. 4; pp. 117 - 127 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Common Ground Research Networks
Jul2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=34706390&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 34706390 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 15IH jtl: International Journal of the Humanities maglogo: N pubinfo: dt: Jul2008 vid: 6 iid: 4 pid: 22359 pub: Common Ground Research Networks artinfo: ui: 34706390 10.18848/1447-9508/CGP/v06i04/42406 ppf: 117 ppct: 10 formats: fmt: @attributes: type: P size: 455KB tig: atl: Project Partnerships: The Role of Technology in Building Innovative Practicum Experiences. aug: au: Davies, Merryn Cacciattolo, Marcelle Eckersley, Bill affil: Victoria University, Victoria, AUSTRALIA su: Practicums Teacher training Technology Literacy Information & communication technologies sug: subj: Practicums Teacher training Technology Literacy Information & communication technologies keyword: Digital Divide ICT Rich Pedagogies Innovative Learning Inquiry Based Projects Project Partnerships ab: Teacher education programs rely heavily on the involvement of educational settings to enrich the learning of preservice teachers. Models of practice are diverse across tertiary institutions laying the foundations for cultural and structural interpretations of what counts for good teaching practice. This paper highlights one preservice teacher education program that is currently offered at Victoria University, Melbourne Australia. What distinguishes this model of practice, as opposed to others, is that it seeks to support and underpin learner responsive practices through the use of digital pedagogies. Technologically rich learning environments are shown to provide teachers, school students, pre-service teachers and university colleagues with resources that allow them to access new learning paradigms. A case study documents the experiences of preservice teachers in engaging with themes such as: literacy and information communication technologies, the social role of technology, access to digital resources and bridging the digital divide. The case highlights opportunities provided by such projects for preservice teachers to construct an enquiry- based approach to the practicum experience. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of the Humanities is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of the Humanities holder: Common Ground Research Networks dt: @attributes: year: 2008 holdings: @attributes: islocal: N |
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