Cognition Institute thought leaders Phil Coogan and Derek Wenmouth have been thinking about whether new teachers are experiencing a truly blended Initial Teacher Education programme which models expectations for a career in which e-learning is central.
Download the PDF here or see it featured in the March edition of the NZ Education Review: http://www.educationreview.co.nz/_jump/print/article-18877.php?s=NZ+Teacher&idArticle=20125
Computer and internet based technologies are the enabler, driver and platform for new ways of conceptualising schooling, learning and the teacher-student relationship. They are far more than simply tools to enhance current practice.
What follows is a personal and partial view about ways that technology has changed, is changing and may change, challenge and present opportunities to policy makers, school leaders and teachers.
The Teacher-Learner Relationship
Technology, particularly the internet, is challenging the concept of a single teacher working with 30 odd students. Already, classroom walls are being broken down by the raft of web based applications (especially Web 2.0 based) which enable collaboration and greater personalisation and agency for learners and teachers. More and more learners are using whatever is at hand – literally (e.g. cell-phones) and figuratively (e.g. social networking sites) - to share, co-create and learn formally and informally. Increasingly this must challenge or undermine the “grammar of schooling” characterised as it is by a single teacher working with 30 students for a set period of time. The opportunities and challenges for current school organisation, including time-tabling, human resources and infrastructure, are profound.
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