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Tablet technology and cloud storage as evidence of pedagogic development in pre-service teacher education
Highfield, Kate De Gioia, Katey Lane, Rod
Highfield, Kate
De Gioia, Katey
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.
Keywords
Date
2016
Type
Journal article
Journal
Book
Volume
41
Issue
4
Page Range
44-51
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Relation URI
Source URL
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Open Access Status
License
All rights reserved
File Access
Controlled