Tablet technology and cloud storage as evidence of pedagogic development in pre-service teacher education

Journal article


Highfield, Kate, De Gioia, Katey and Lane, Rod. (2016). Tablet technology and cloud storage as evidence of pedagogic development in pre-service teacher education. Australasian Journal of Early Childhood. 41(4), pp. 44-51. https://doi.org/10.1177/183693911604100406
AuthorsHighfield, Kate, De Gioia, Katey and Lane, Rod
Abstract

Increasingly, educators and pre-service teachers studying to become educators are called to present evidence of their teaching practice and the development of their pedagogic skills. Traditionally this evidence was likely to be printed, with pen and paper notes or typed examples. However, technology such as mobile and tablet devices and cloud storage is enabling new forms of evidence. This study was designed to examine how pre-service teachers develop a digital teaching portfolio incorporating multi-modal evidence linked to accreditation standards. This paper examines survey data, focus group responses and work samples to explore how 213 pre-service teachers use technology to document their work and pedagogic engagement. In examining the nature of ‘evidence’ we have adapted Bronfenbrenner's ecological framework (1979, 1993) to investigate pre-service teachers' perceptions of evidence of learning and explore their concerns with using technology to document learning and facilitate teacher accreditation.

Year2016
JournalAustralasian Journal of Early Childhood
Journal citation41 (4), pp. 44-51
PublisherSAGE Publications
ISSN1836-9391
Digital Object Identifier (DOI)https://doi.org/10.1177/183693911604100406
Scopus EID2-s2.0-85083209570
Research or scholarlyResearch
Page range44-51
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online01 Dec 2016
Publication process dates
Deposited19 May 2022
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