Tell Me What You See: Pre-Service Teachers' Recognition of Exemplary Digital Pedagogy
Australian Educational Computing Volume 27, Number 3, ISSN 1443-833X e-ISSN 1443-833X
How do you identify "good" teaching practice in the complexity of a real classroom? How do you know that beginning teachers can recognise effective digital pedagogy when they see it? How can teacher educators see through their students' eyes? The study in this paper has arisen from our interest in what pre-service teachers "see" when observing effective classroom practice and how this might reveal their own technological, pedagogical and content knowledge. We asked 104 pre-service teachers from Early Years, Primary and Secondary cohorts to watch and comment upon selected exemplary videos of teachers using ICT (information and communication technologies) in Science. The pre-service teachers recorded their observations using a simple PMI (plus, minus, interesting) matrix which were then coded using the SOLO Taxonomy to look for evidence of their familiarity with and judgements of digital pedagogies. From this, we determined that the majority of pre-service teachers we surveyed were using a descriptive rather than a reflective strategy, that is, not extending beyond what was demonstrated in the teaching exemplar or differentiating between action and purpose. We also determined that this method warrants wider trialling as a means of evaluating students' understandings of the complexity of the digital classroom. (Contains 4 tables and 2 figures.)
Lloyd, M. & Mukherjee, M. (2013). Tell Me What You See: Pre-Service Teachers' Recognition of Exemplary Digital Pedagogy. Australian Educational Computing, 27(3), 85-94.
Cited ByView References & Citations Map
eLearning and Initial Teacher Education Programs: Insights from the Teaching Teachers for the Future Project
Glenn Finger, Griffith University, Australia; Romina Jamieson-Proctor, University of Southern Queensland, Australia; Peter Grimbeek, Independent Consultant, Australia
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1882–1891
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