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Pre-Service Teacher Education for the Management of Actual and Virtual Classes
Transcript of Pre-Service Teacher Education for the Management of Actual and Virtual Classes
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Pre-Service Teacher Education for the
Management of Actual and Virtual Classes
ODLAA, Sydney
Ken [email protected] 2011
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The Problem
The provision of educational opportunities for senior students in small rural high schools that are comparable to those expected by urban students in big high schools.
Economy of scale & use of resources Enhancing existing school capacities with
e-learning.
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Three Steps to Enhance e-Teaching in Small Schools 1. The development of collaborative
structures
2. Face-to-face and virtual teaching
3. The professional education of e-teachers
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Step One
The Development of Collaborative Structures
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NZ & Canadian Rural Schools
Origins of research in New Zealand & Iceland
Atlantic Canada – many small schools
Small rural schools becoming smaller
Dispersed rural population
National wealth in mining, fishing, forestry
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E-Teaching in Collaborative Environments
Traditional (closed) schools
Networked (open) schools
Potential conflict – open & closed
Schools as sites in teaching and learning networks based on e-Learning
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Enhancing Small School Capacities
Inter-institutional and intra-institutional collaboration
Intranets Existing small schools become part of
other schools Administrative integration Academic integration
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Enhancing Small School Capacities
The space between small rural schools becomes educational space in which virtual classes are located
Virtual classes based on e-learning enhance traditional schools & enlarge their capacities
Challenge to the notion of traditional school
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Changes in the Last Decade
The Vista School District Intranet8 sitesExpansion of sitesMinisterial InquiryCDLI
Advanced Placement (AP) on line AP availability in Small Rural Schools
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From Closed to Open Schools
From traditional, closed autonomous schools
To administratively and academically open sites within a collaborative teaching and learning network
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Step Two
Face-to-face and virtual teaching
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Pedagogy for e-Learning
New teachers will be working in both traditional (closed) and networked (open) learning environments
Virtual and actual classes
Integration of virtual and actual classes
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Pedagogy for e-Learning
1. Awareness of open learning structures – intranets
2. Collaboration - Learning circles to critique recent internship experiences
Learning circles complement collaborative structures (intranets)
3.Building shared realities for understanding
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Cybercells – Actual & Virtual
A cybercell is a face to face group whose members extend their discussion to include virtual visitors
Stevens, K. & Stewart, D. (2005) Cybercells – Learning in Actual and Virtual Groups, Thomson-Dunmore, Melbourne.
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Matrix (1) – Integrating e-Learning in Schools
Technological Pedagogical
Organization Conceptual
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Integration of New Structures with Pedagogy
Digital structures (intranets) to complement physical structures (schools)
Pedagogy for e-learning is essential to ensure success of virtual and traditional class integration
Cybercells – link virtual and actual
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Step Three
The professional education of e-teachers
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Enhancing the Capacity of Small Schools
Add virtual education to traditional schools through e-learning
Should all teachers be appointed to schools or to networks of schools?
Sharing teacher expertise between sites Collaborative teaching Collaborative learning Mutual Understanding Knowledge-building
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Matrix (2) - Sustainable e-Learning Communities
Collaboration Innovation
Adaptation Cultural Identity
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Lessons for the e-Learning Community
1. Small Schools Can Be Large Schools
Matrix (1) Acceptance of new technologies
Matrix (2) Using technologies to collaborate
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Lessons for the e-Learning Community
2. Virtual and Actual (traditional) teaching and learning can be integrated
Matrix (1) Pedagogy: e-learning
Matrix (2) Innovation: Creation of Intranets
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Lessons for the e-Learning Community
3. Small Schools Can Be Sustained Through the Introduction of New Structures and Processes
Matrix (1) Organization: Capacity-building in small rural schools by e-teaching
Matrix (2) Adaptation: Creating virtual learning space in traditional schools
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The Future: Direction One
Direction One: From e-Learning to e-Living
Horizontal integration of rural schools & creation of new pathways
Vertical integration from schools to homes• High technology beacons• New opportunities for adult learners
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Conclusion
• From closed to open model
• Capacity building within existing structures
• Sharing actual and virtual space
• Collaborative teaching and learning
• Simple NZ model used in Canada
• Can be replicated with cultural adjustments
• Applications in emerging societies