TY - GEN
T1 - Designing for disruption
T2 - 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education - "Who's Learning? Whose Technology?" - ASCILITE 2006
AU - Hoven, Debra
PY - 2006
Y1 - 2006
N2 - This study employs a case study model to documenting the evolution over three semesters of a Masters course in technology and language learning for in-service teachers using a social constructivist pedagogical approach (Felix, 2002) within an ecological framework, from completely face-to-face (f2f) to predominantly online. The focus is on teachers' acceptance of change in the form of integration of technology into firstly their learning and secondly their teaching, as well as their adaptability to self-managing their learning. The design of the modified course took an experiential modelling approach in which all of the tools and processes that were taught in the course were modelled and experienced by students (teachers) during the semester. These tools include reflective and social computing tools such as chat, blogs, wikis and e-portfolios, as well as lesson and task templating software such as Swarthmore Makers®, Hot Potatoes®, and WebQuests®, and webpage creation software such as Dreamweaver®. Based on grounded research methods, techniques such as surveys, problem-based focus groups and short answer responses were used to ascertain the values of the changes. The information collected from these instruments is presented and compared to the reflective pieces produced by students in their blogs, and the projects they created.
AB - This study employs a case study model to documenting the evolution over three semesters of a Masters course in technology and language learning for in-service teachers using a social constructivist pedagogical approach (Felix, 2002) within an ecological framework, from completely face-to-face (f2f) to predominantly online. The focus is on teachers' acceptance of change in the form of integration of technology into firstly their learning and secondly their teaching, as well as their adaptability to self-managing their learning. The design of the modified course took an experiential modelling approach in which all of the tools and processes that were taught in the course were modelled and experienced by students (teachers) during the semester. These tools include reflective and social computing tools such as chat, blogs, wikis and e-portfolios, as well as lesson and task templating software such as Swarthmore Makers®, Hot Potatoes®, and WebQuests®, and webpage creation software such as Dreamweaver®. Based on grounded research methods, techniques such as surveys, problem-based focus groups and short answer responses were used to ascertain the values of the changes. The information collected from these instruments is presented and compared to the reflective pieces produced by students in their blogs, and the projects they created.
KW - Chaos/complexity theory
KW - Disruptive technologies
KW - Ecological pedagogy
KW - Learner-shaped course design
KW - Social constructivism
KW - Social technologies
KW - Teacher education
UR - http://www.scopus.com/inward/record.url?scp=84870950349&partnerID=8YFLogxK
M3 - Published Conference contribution
AN - SCOPUS:84870950349
SN - 9781920898564
T3 - ASCILITE 2006 - The Australasian Society for Computers in Learning in Tertiary Education
SP - 339
EP - 349
BT - Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education
Y2 - 3 December 2006 through 6 December 2006
ER -