The Role of Educational Technology in Third Space Practicum

Kathy Jordan, Jennifer Elsden-Clifton


There are increasing calls to improve the quality of Teacher Education by creating closer links between universities and schools that will address the theory practice divide. In response, the School of Education at RMIT University, Melbourne, Victoria redesigned its first year program, core courses and practicum to align with the conceptualisation of Third Space. This article draws upon data from a larger research project; however, the focus of this paper is to examine how educational technologies assisted in the development of a Third Space practicum. A post-evaluation survey was completed by pre-service teachers who participated in the redesigned course and practicum. This paper will argue that educational technology played an important role in the Third Space practicum as it fostered collaboration, shared knowledge among stakeholders and created expanded learning opportunities. It also highlighted the importance of relationships in the Third Space experience.


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Paper Citation

in Harvard Style

Jordan K. and Elsden-Clifton J. (2015). The Role of Educational Technology in Third Space Practicum . In Proceedings of the 7th International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-758-107-6, pages 253-259. DOI: 10.5220/0005435402530259

in Bibtex Style

author={Kathy Jordan and Jennifer Elsden-Clifton},
title={The Role of Educational Technology in Third Space Practicum},
booktitle={Proceedings of the 7th International Conference on Computer Supported Education - Volume 1: CSEDU,},

in EndNote Style

JO - Proceedings of the 7th International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - The Role of Educational Technology in Third Space Practicum
SN - 978-989-758-107-6
AU - Jordan K.
AU - Elsden-Clifton J.
PY - 2015
SP - 253
EP - 259
DO - 10.5220/0005435402530259