Jones, David Mapping the digital practices of teacher educators: implications for teacher education in changing digital landscapes. In: UNSPECIFIED AACE, pp. 69-76.
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Abstract
Almost 40 years since the first personal computers appeared in classrooms. Education is still awaiting transformation on the scale experienced in other parts of society. The replacement of digital immigrant teachers by a younger generation of digital natives has not made the anticipated difference. That metaphor is discredited and new perspectives are needed. In this paper the metaphor of digital visitors and residents is adapted to support examination and mapping of the digital practices of teacher educators according to the traces they leave in the digital landscape and levels of modification to tools as supplied. Questions are asked about the degree to which teachers and teacher educators need to modify tools or create their own in order to better adapt ICT in support of learning and teaching.
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Statistics for this ePrint Item |
| Item Type: | Book Chapter (Commonwealth Reporting Category B) |
|---|---|
| Item Status: | Live Archive |
| Additional Information: | Accepted version deposited in accordance with the copyright policy of the publisher. |
| Faculty / Department / School: | No Faculty |
| Date Deposited: | 06 Dec 2016 04:47 |
| Last Modified: | 22 Aug 2017 02:11 |
| Uncontrolled Keywords: | digital technologies |
| Fields of Research : | 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators |
| Socio-Economic Objective: | C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development C Society > 93 Education and Training > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies |
| URI: | http://eprints.usq.edu.au/id/eprint/30117 |
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