Themed Paper Presentations: Technology and Systems of Learning
Technology-based Learning in Teacher Education: From Input to Output
Paper Presentation in a Themed Session Eunice Tang
Technology has been widely adopted in teaching and learning. The theories underpinning technology-based learning have been discussed extensively in literature. However, the pedagogical use of technology in learning is scarcely explored. This paper exemplifies the development of an online platform for teacher education in Hong Kong for pedagogical use in undergraduate pre-service teacher education programmes. The online Platform for Teacher Education (PLaTE) was launched in 2007 and has undergone continuous expansion in the last 10 years. Now, PLaTE is made up of 3 network sites EdHub, Teaching Portfolios, and Literacy Corner. They serve different functions and purposes in the learning process. EdHub consists of a collection of micro-modules, a resource bank and a self-learning package. They provide input to nurture professional craft knowledge, academic study skills and teaching resources. Teaching Portfolios emphasizes the process of the development. It consists of students’ Personalised Teaching Portfolios (PTPs) which document the growth and development of pre-service teachers throughout the 5-year study. Literacy Corner is a student-managed writing space in which student teachers share their writing output with peers and students in the high schools on different social and educational issues. The 3 network sites provide a versatile technology-based learning environment from focus on input to focus on process and focus on output to nurture professional, reflective and effective teachers in initial teacher education..
Algorithmic Logics and K-12 Pedagogies: Technological Transformations and Their Implications for Learning
Paper Presentation in a Themed Session Janine Aldous Arantes
In the last decade there has been a significant increase of technologies that claim to personalize learning in K-12 classrooms. Dependent on the algorithmic analysis of big data, there are myriads of apps or platforms offering predictions of learner behaviour, insights on student activity and offering teacher recommendations. This brings new forms of learning, such as apps utilising gamification techniques to predict when engagement will be lost. Apps that use predictive technologies are also arguably shaping the pedagogy for both the better and the worse. In the context of K-12 education, new technologies can predict the risk of a student dropping out of school, however such predictive analytics has also been shown to perpetuate discrimination and bias, even in the absence of conscious prejudice. Therefore, understanding how teachers are negotiating apps underscored by algorithmic logics as part of their educational practice is both timely and significant. This presentation aims to engage teachers to evaluate the use of predictive technologies in their learning environments by illuminating some of the ‘black boxed’ risks, such as algorithmic bias, a shift in teacher agency and the notion of platform capitalism. The theoretical presentation will be supported by empirical evidence gathered from an Australian mini-survey and interviews with Victorian teachers completed by the researcher from October 2018 – March 2019 as part of her PhD studies with the University of Newcastle.
VisiLearn: Using the Analytics in a Web-based Visualization Tool to Support Mastery Learning
Paper Presentation in a Themed Session Rita van Haren
With continuing inequalities in education and low student engagement and motivation, educators are moving away from competition through standardized testing to more personalized approaches to learning such as mastery learning (Bloom, 1971). While personalized learning approaches can increase teacher workloads significantly, modern digital tools are at last making these approaches more efficient and logistically feasible. The paper will report on a case study involving grade 7 and 8 students in a middle school in the USA. This study investigated the effectiveness of web-based visualization tool, “VisiLearn,” to support mastery learning through formative assessment, peer collaboration, and adaptive and personalized instruction.
Pre-school to Year 9 - Pedagogy that Works: A Look at the Link Between Technology Systems and Human Practices
Paper Presentation in a Themed Session William Newman, Vicki Skoss
How does the oldest School of the Air in the world deliver pedagogical practices across all stages of schooling from Preschool to Year 9? The presenters will walk participants through the similarities and differences in pedagogy as it relates to the engagement of students. The presentation will focus on the pedagogy of real-time two-way delivery. It will explore the necessity of connecting technical systems with human practices. The presenters will showcase their pursuit of excellence and the building and maintaining of relationships with practical examples and a number of useful, and healthy, takeaways.
A Study on E-Learning Practices in English Teacher Education in Chinese Fourth-Tier Cities with TPACK Framework
Paper Presentation in a Themed Session Ruiqian Yang, Yiu Chi Lai
With the development of technology, the implementation of e-learning in teaching and learning becomes popular. Meanwhile, e-learning practices inspire student teachers to design their lessons with diverse approaches. Thus, it becomes essential to examine e-learning practices in teacher education. To achieve practical consequences, ways of improving English teacher training program through e-learning leads to a widespread discussion in China. This study aims to explore what and how e-learning practices contribute to the English teacher education. Based on the previous studies, we found that there were rare relevant researches and e-learning tools are not commonly used in Chinese fourth-tier cities when compared with other developed Chinese cities. Therefore, this exploratory study focuses on the e-learning practices in English teacher education in these cities. The mixed-method approach is adopted in the research. The TPACK Model has been utilized for designing research instruments. One hundred and fifty participants were involved. The findings would help teacher educators and student teachers to understand how to implement e-learning in this type of cities within the framework of TPACK. At the same time, we have a clear picture of the merits and defects of current e-learning practices in English teacher education. This study also suggests the usages of e-learning in English teacher education in Chinese Fourth-Tier Cities in the future.
