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Innovative uses of visual technologies in initial teacher education : Changing policy to support practice during covid-19 - visual technologies as a panacea for social isolation
Adams, Megan Brooks, Tim Fitzgerald, Angela George, Sindu Cooper, Rebecca
Adams, Megan
Brooks, Tim
Fitzgerald, Angela
George, Sindu
Cooper, Rebecca
Abstract
In Australia, schools and faculties of education are mandated to abide by a policy requiring preservice teachers (pst s), to complete supervised professional placement (pe) in schools. The pe are drawn upon to meet the assessment criteria for degree completion. Two strategies are reported that supported individuals and education institutions to meet policy requirements while in lockdown. First, technology was used to overcome the challenge of providing pe for hundreds of pst s by supporting online learning experiences. In the second, visual technologies were used to support pst s to meet the needs of an assessment criterion. Findings indicate that innovative solutions to challenges with pe and related assessments at the university can be mobilized in a short time frame using visual technologies. Further findings indicate that, in unprecedented times, policies developed for use in different contexts can be met with innovative collaborative efforts with a focused goal that transcend seemingly insurmountable challenges.
Keywords
visual technologies against social isolation, visual technologies, Initial Teacher Education, preservice teachers, professional placement, innovation, covid-19, pandemic
Date
2021
Type
Journal article
Journal
Video Journal of Education and Pedagogy
Book
Volume
21
Issue
3
Page Range
1-23
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY 4.0
File Access
Open
Notes
File size over 30 MB