Web 2.0 in teacher education: two imperatives for action

Albion, Peter (2008) Web 2.0 in teacher education: two imperatives for action. Computers in the Schools, 25 (3/4). pp. 181-198. ISSN 0738-0569

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Abstract

Web 2.0 represents a more participative and potentially paradigm-changing environment for building and sharing knowledge. Some educators have begun to apply the tools in classrooms but, as its use in society expands, there will be expectations for its wider application in schools. Teacher education faces the dual challenges of applying Web 2.0 tools to enhance teacher preparation and preparing teachers for whom the application of Web 2.0 tools in the classroom will be authentic practice. One path forward is to use Web 2.0 tools to develop learning communities for teacher preparation around e-portfolios in ways that encourage increased professional engagement by teachers while providing experiences that will support use of Web 2.0 tools in the classroom as authentic practice.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Author's version deposited in accordance with the copyright policy of the publisher.
Depositing User: Assoc Prof Peter Albion
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 05 Feb 2009 05:47
Last Modified: 28 Nov 2013 02:44
Uncontrolled Keywords: Web 2.0; teacher education; learner community
Fields of Research (FOR2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
08 Information and Computing Sciences > 0805 Distributed Computing > 080505 Web Technologies (excl. Web Search)
Socio-Economic Objective (SEO2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies
Identification Number or DOI: doi: 10.1080/07380560802368173
URI: http://eprints.usq.edu.au/id/eprint/4553

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