Authors:
Kathy Jordan
and
Jennifer Elsden-Clifton
Affiliation:
RMIT University, Australia
Keyword(s):
Educational Technologies, Third Space Theory, Practicum, Theory Practice Divide.
Related
Ontology
Subjects/Areas/Topics:
Blended Learning
;
Computer-Supported Education
;
Cooperation with Industry in Teaching
;
Information Technologies Supporting Learning
;
Learning/Teaching Methodologies and Assessment
;
Social Context and Learning Environments
;
Teacher Evaluation
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.