Supporting pre-service teachers' technology-enabled learning design thinking through whole of programme transformation

Matt Bower, Kate Highfield, Pam Furney, Lee Mowbray

    Research output: Contribution to journalArticleResearchpeer-review

    Abstract

    This paper explains a development and evaluation project aimed at transforming two pre-service teacher education programmes at Macquarie University to more effectively cultivate students' technology-enabled learning design thinking. The process of transformation was based upon an explicit and sustained focus on developing university academics' Information and Communication Technology (ICT) capabilities so that they could successfully integrate technology throughout their pre-service teacher education programme subjects and model the approaches they were aiming to foster in their students. The initiative involved appointing ICT Pedagogy Officers to work directly with academic staff, funded as part of the Australian Teaching Teachers for the Future Project. Key findings include the sustained effort that is required in order to engender change, and the primary importance of relationship building in successful ICT education development.

    LanguageEnglish
    Pages39-50
    Number of pages12
    JournalEducational Media International
    Volume50
    Issue number1
    DOIs
    Publication statusPublished - Mar 2013

    Fingerprint

    communication technology
    information technology
    teacher
    Education
    learning
    education
    Communication
    Students
    student
    staff
    university
    Teaching
    evaluation

    Cite this

    @article{4e4cd037cbb8431a8e02d46d65f0e7d0,
    title = "Supporting pre-service teachers' technology-enabled learning design thinking through whole of programme transformation",
    abstract = "This paper explains a development and evaluation project aimed at transforming two pre-service teacher education programmes at Macquarie University to more effectively cultivate students' technology-enabled learning design thinking. The process of transformation was based upon an explicit and sustained focus on developing university academics' Information and Communication Technology (ICT) capabilities so that they could successfully integrate technology throughout their pre-service teacher education programme subjects and model the approaches they were aiming to foster in their students. The initiative involved appointing ICT Pedagogy Officers to work directly with academic staff, funded as part of the Australian Teaching Teachers for the Future Project. Key findings include the sustained effort that is required in order to engender change, and the primary importance of relationship building in successful ICT education development.",
    author = "Matt Bower and Kate Highfield and Pam Furney and Lee Mowbray",
    year = "2013",
    month = "3",
    doi = "10.1080/09523987.2013.777183",
    language = "English",
    volume = "50",
    pages = "39--50",
    journal = "Educational Media International",
    issn = "0952-3987",
    publisher = "Routledge, Taylor and Francis Group",
    number = "1",

    }

    Supporting pre-service teachers' technology-enabled learning design thinking through whole of programme transformation. / Bower, Matt; Highfield, Kate; Furney, Pam; Mowbray, Lee.

    In: Educational Media International, Vol. 50, No. 1, 03.2013, p. 39-50.

    Research output: Contribution to journalArticleResearchpeer-review

    TY - JOUR

    T1 - Supporting pre-service teachers' technology-enabled learning design thinking through whole of programme transformation

    AU - Bower, Matt

    AU - Highfield, Kate

    AU - Furney, Pam

    AU - Mowbray, Lee

    PY - 2013/3

    Y1 - 2013/3

    N2 - This paper explains a development and evaluation project aimed at transforming two pre-service teacher education programmes at Macquarie University to more effectively cultivate students' technology-enabled learning design thinking. The process of transformation was based upon an explicit and sustained focus on developing university academics' Information and Communication Technology (ICT) capabilities so that they could successfully integrate technology throughout their pre-service teacher education programme subjects and model the approaches they were aiming to foster in their students. The initiative involved appointing ICT Pedagogy Officers to work directly with academic staff, funded as part of the Australian Teaching Teachers for the Future Project. Key findings include the sustained effort that is required in order to engender change, and the primary importance of relationship building in successful ICT education development.

    AB - This paper explains a development and evaluation project aimed at transforming two pre-service teacher education programmes at Macquarie University to more effectively cultivate students' technology-enabled learning design thinking. The process of transformation was based upon an explicit and sustained focus on developing university academics' Information and Communication Technology (ICT) capabilities so that they could successfully integrate technology throughout their pre-service teacher education programme subjects and model the approaches they were aiming to foster in their students. The initiative involved appointing ICT Pedagogy Officers to work directly with academic staff, funded as part of the Australian Teaching Teachers for the Future Project. Key findings include the sustained effort that is required in order to engender change, and the primary importance of relationship building in successful ICT education development.

    UR - http://www.scopus.com/inward/record.url?scp=84878120874&partnerID=8YFLogxK

    U2 - 10.1080/09523987.2013.777183

    DO - 10.1080/09523987.2013.777183

    M3 - Article

    VL - 50

    SP - 39

    EP - 50

    JO - Educational Media International

    T2 - Educational Media International

    JF - Educational Media International

    SN - 0952-3987

    IS - 1

    ER -