The Role of Educational Technology in Third Space Practicum

Kathy Jordan, Jennifer Elsden-Clifton

Abstract

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.

References

  1. Australian Institute for Teaching and School Leadership (AITSL). 2009. Effective and sustainable universityschool partnerships beyond determined efforts by inspired individuals http://www.aitsl.edu.au/docs/default-source/defaultdocument-library/effective_and_sustainable_ university-school_partnerships.
  2. Australia Parliament House of Representatives Standing Committee on Education and Vocational Training, and Hartsuyker, L. 2007. Top of the class: Report on the inquiry into teacher education. House of Representatives Publishing Unit.
  3. Bhabha, H. 1994. The location of culture. Routledge, London.
  4. Danaher, P. A., Danaher, G. R., and Moriarty, B. J. 2003. Space invaders and pedagogical innovators: Regional educational understandings from Australian occupational Travellers. Journal of Research in Rural Education, vol. 18 no. 3, pp. 164-169.
  5. Darling-Hammond, L. 2006. Constructing 21st-century teacher education. Journal of Teacher Education, vol. 57, no. 3.
  6. Darling-Hammond, L. 2010. Teacher education and the American future. Journal of Teacher Education, vol. 61, no. 1-2, pp. 35-47.
  7. Grossman, P., Hammerness, K., and McDonald, M. 2009. Redefining teacher: Re-imagining teacher education. Teachers and teaching: Theory and practice, vol. 15, no. 2, pp. 273-290.
  8. Grove, K. J. 2008. Student teacher ICT use: Field experience placements and mentor teacher influences. Prepared for the OECD ICT and Teacher Training Expert Meeting, Paris, France, October 2008.
  9. GutiƩrrez, K.D., Baquedano-Lopez, P., and Turner, M.G. 1997. Putting language back into language arts: When the radical middle meets the third space. Language Arts vol. 75, no. 5, pp. 368-378.
  10. Hurst, D. 2013, September 28. Back to basics, The Age. Retrieved from http://www.theage.com.au/comment/repeat-afterpyne-chalk-and-talk-20130927-2ujxq.html#ixzz 2gEerZIjo.
  11. Khan, S. 2000. Muslim women: Crafting a North American identity. University Press of Florida, Gainesville.
  12. Korthagen, F. A., and Kessels, J. P. 1999. Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, vol. 28, no. 4, pp. 4-17.
  13. McDonough, S. 2014. Rewriting the Script of Mentoring Pre-Service Teachers in Third Space: Exploring Tensions of Loyalty, Obligation and Advocacy, Studying Teacher Education: A journal of self-study of teacher education practices, vol. 10 no. 3, pp 210-221.
  14. Moje, E., Ciechanowski, K., Kramer, K., Ellis, L., Carrillo, R., and Collazo, T. 2004. Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, vol. 39, no. 1, pp. 38-70.
  15. See, S., and Conry, J. M. 2014. Flip my class! A faculty development demonstration of a flipped classroom. Currents in Pharmacy Teaching and Learning, vol. 6, no. 4, pp. 585-588.
  16. Soja, E. W. 1996. Thirdspace: Journeys to Los Angeles and other real and imagined places. Blackwell, Malden, MA.
  17. Taylor, M., Klein, E. J., and Abrams, L. 2014. Tensions of reimagining our roles as teacher educators in a third space: Revisiting a co/autoethnography through a faculty lens. Studying Teacher Education, vol. 10, no. 1, pp. 3-19.
  18. Ure, C, Gough, N and Newton, R. 2009. Practicum partnerships: Exploring models of practicum organisation in teacher education for a standardsbased profession, Australian Policy Online, Melbourne.
  19. Zeichner, K. 2010. Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, vol. 61, pp. 89-99.
Download


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

@conference{csedu15,
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,},
year={2015},
pages={253-259},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0005435402530259},
isbn={978-989-758-107-6},
}


in EndNote Style

TY - CONF
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