Learning the Virtual Life: Public Pedagogy in a Digital World

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The Knowledge Landscapes of Cyberspace. David Hakken. Qun Jin. Margaret Zeegers. Victor C. Randall W. Sofia J.


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A Bill of Rights and Principles for Learning in the Digital Age | Hybrid Pedagogy

You can remove the unavailable item s now or we'll automatically remove it at Checkout. Remove FREE. Unavailable for purchase. Continue shopping Checkout Continue shopping. Teaching is, as Hargreaves puts it, becoming a young person's profession again and therefore the culture of learning that future teachers adopt during their education will have an immense effect on the future of schools.

As the results of this study show, the discussion of language students regarding ICT is more oriented towards whether or not to use it in teaching than it is towards educational objectives and the development of digital literacies. This may be due to the fact that the language students do not have the means to design, enact and analyse dynamic and multimodal pedagogical settings in a formal context. Thus, from the perspective of language use and learning, there appears to be a need for pedagogical design models that would assist both teachers and students in structuring and analysing the interaction and literacy practices that take place in technology-rich settings.

And yet, pedagogical design models that would encourage reflective practice in technology-rich environments remain rare. It is clear that models and practices that build on the post-industrial mindset are needed for educating the teachers of today as well as of tomorrow. Furthermore, discussion is needed regarding the implications of these models and practices on various levels.

Finally, research on pedagogical design practices can help not only student teachers but also teacher educators to critically reflect on the current practices that are being mediated to the future generations of teachers. Oppgrader til nyeste versjon av Internet eksplorer for best mulig visning av siden.

Hopp til bunn-navigering. English Norsk. Frigi tilgang. Engelsk sammendrag. Keywords: Pedagogical designs, literacy practices, language teaching, ICT use. Introduction It has been posited that there is the danger of a vicious circle within teacher education. The research questions are as follows: What kinds of experiences, attitudes and perceptions do the language students have regarding the educational use of ICT?

Background Great expectations meet reality On a policy level, national and international strategies have, for some time, recognized the need to rethink and redesign education to match changing societal conditions. Nationally, in regard to the use of ICT in education, the development plan for education and research in Finland for — Ministry of Education and Culture, states: Information and communications technology ICT is an essential part of education, working life and the operation of the whole society.

Rethinking language and literacy practices: confronting complexity Language education, like education in general, is under pressure to change, renew and rethink its practices, structures and learning goals. Table 1. Pedagogical context and data Pedagogical context The empirical analysis presented here is based on qualitative data collected at one Finnish university between and Table 2.

Data collection and analysis An extensive corpus of data was collected in three sets during the research period. Table 3. Discussion of results In this section, the question of the vicious circle is explored in two parts. Experiences of technology use The experiences of the participants paint a monomodal picture of the media landscape: encounters with digital technologies for learning in language studies have been minimal. Add-on use The participants are aware of the spread of technology in society and thus refer to technology as a trend that has found its way to the domain of formal education.

Gap between two domains The participants often describe the role of technology as a bridge between the domains of school and free time. As one participant puts it: In my view, ICT use is definitely an opportunity that should be taken advantage of. Through this discussion the participants construct the notion of a tradition, which is most likely the way the participants themselves have been taught and thus the culture of teaching and learning that they have been socialized into: I myself use a computer daily to communicate with my friends, to check email, to read news, etc. Summary Overall, the participants have had only a few encounters with digital technologies during their formal language studies.

Construction of pedagogical design How then will future language teachers construct their pedagogical designs? Table 4. Objectives Objectives create the overall space for activities and define the horizon towards which learners navigate on their learning path. Working modes As for working modes, the data show that there is a strong orientation towards teacher-led approaches similarly to Luukka et al. Materials and media choices In addition to national and institutional curricula, teaching materials have a significant impact on classroom-level activity, because they create the pedagogical and textual space within which the teachers and learners work Luukka et al.

Assessment and feedback Assessment practices have an immense role in socializing students into certain views of learning, language and knowledge, which has also been noted in relation to the use of technology Selwyn, Conclusion Policy documents lay out high expectations for the use of ICT in education and put pressure on teacher education to ensure the pedagogical transformation. Beetham, H. Rethinking pedagogy for a digital age.


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