An Inaugural Interviewing Course: Promoting Continuous Reflexivity, Balancing Theory and Skills, Building a Community of Learners

This chapter discusses the integrated experiences of a group of instructors who are using tablets to teach mathematics to adolescents and young adults. iPad technology offers learners in different educational streams and with different knowledge bases an environment that fosters the growth of a community of learners engaged in mathematical concepts and processes. The authors present an in-depth examination of the design of a tablet-based mathematics education environment and provide a statistical analysis to highlight the full richness of their classroom-based experiments. The results are presented using the five foundational aspects of a conceptual framework for the successful implementation of technology in a K-12 environment.

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The Distance Education Phenomena

Critical Examinations of Distance Education Transformation across Disciplines - Advances in Mobile and Distance Learning ◽

10.4018/978-1-4666-6555-2.ch006 ◽

2015 ◽

pp. 112-142 ◽

Cited By ~ 1

Author(s):

Caroline M. Crawford

Keyword(s):

Distance Education ◽

Instructional Design ◽

Development Process ◽

Instructional Designers ◽

Community Of Learners ◽

Global Community ◽

Comfort Zone ◽

Design And Development ◽

Building Relationships ◽

Instructional Facilitator

The Instructional Design field has been significantly impacted by the distance education phenomena. With the strengthening of the distance education presence, more focus has been framed around concerns related to interactive activities that built upon the importance of communications and building relationships between the course information, the learners, the instructional facilitator, and the larger community wherein the information may be more fully framed. The vast and ever-expanding distance education phenomena is moving beyond the traditional “comfort zone” of procedural Instructional Design expectations, towards a more holistic and innovative thoughtful multimedia-supported design and development process wherein the Instructional Designers must be able to engage more fully in the socio-engagement of the learner within a multimedia-supported global community of learners. This chapter describes the developments of distance education from the perspective of instructional designers.

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Knowledge-Building Communities

Blended Online Learning and Instructional Design for TPACK - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-8879-5.ch006 ◽

2019 ◽

pp. 139-167

Keyword(s):

Instructional Strategies ◽

Online Community ◽

Teaching Practice ◽

Electronic Portfolio ◽

Classroom Observations ◽

Community Of Learners ◽

Theoretical Knowledge ◽

Pedagogical Content ◽

Geographically Dispersed ◽

Practical Experiences

Inservice teacher preparation must balance theory with practical experiences to support teachers for integrating their theoretical knowledge into their teaching practice. Online instruction provides the potential for practical education experiences but questions how classroom observations might be conducted in the teachers' classroom practices, particularly where teachers are geographically dispersed. This chapter describes a research-based application of a teacher education course framed by the online TPACK learning trajectory using the systems pedagogical approach and guided active participation for blending online and practical experiences in a course directed toward enhancing teachers' TPACK. This multiple case descriptive study of an online analogue to traditional classroom observations examines the use of the Scoop Notebook for gathering classrooms observations. The online observation technique gathers the inservice teachers' technological pedagogical content knowledge (TPACK), more specifically their TPACK-of-practice. The Scoop Electronic Portfolio development process describes teachers' active engagement in their classrooms, transitioning their scholarly theoretical knowledge to practical knowledge accompanied with in-depth, rich reflections on classroom actions and artifacts. The course blends their practical experiences through the Scoop process with asynchronous community of learners' explorations and discourse around instructional strategies for integrating technologies. The benefits of this blended work with the Scoop Electronic Portfolio with an online community of learners' collaboration and inquiry about instructional strategies demonstrates the participants' thinking about teaching with technologies in ways that transformed their TPACK. The results describe the teachers as engaged in action research using Scoop artifacts as objects to think with for ultimately transforming their TPACK-of-practice.

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