Challenging Teachers' Pedagogic Practice and Assumptions about Social Media

Autor/inn/en	Cartner, Helen C.; Hallas, Julia L.
Titel	Challenging Teachers' Pedagogic Practice and Assumptions about Social Media
Quelle	In: Online Learning, 21 (2017) 2, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Social Media; Educational Technology; Teacher Attitudes; Faculty Development; Online Courses; Case Studies; Qualitative Research; Attitude Change; Educational Change; Inservice Teacher Education; Foreign Countries; Instructional Design; Graduate Study; Critical Thinking; Schemata (Cognition); Reflection; Learning; New Zealand + Suchen Sie Ihr Suchwort? Soziale Medien; Unterrichtsmedien; Lehrerverhalten; Online course; Online-Kurs; Case study; Fallstudie; Case Study; Qualitative Forschung; Attitudinal change; Einstellungsänderung; Bildungsreform; Lehrerfortbildung; Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Aufbaustudium; Graduiertenstudium; Hauptstudium; Kritisches Denken; Cognition; Schema; Kognition; Lernen; Neuseeland
Abstract	This article describes an innovative approach to professional development designed to challenge teachers' pedagogic practice and assumptions about educational technologies such as social media. Developing effective technology-related professional development for teachers can be a challenge for institutions and facilitators who provide this support. To contend with this challenge, we drew on Bain's (2004) "baker's dozen" questions to guide the design of an online postgraduate course for teachers. This article discusses the design of the online course and what teachers came to understand about the relationship between social media and teaching as a result of completing the course activities. This small-scale case study utilised qualitative data from three cohorts of participating teachers and found that teachers do change their pedagogical practice and assumptions about social media for their own teaching contexts when they engage in course activities that challenge their existing mental models and encourage critical reasoning and reflection on learning. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01