The Interdisciplinary Use of Blogs and Online Communities in Teacher Education

Autor/inn/en	Caldwell, Helen; Heaton, Rebecca
Titel	The Interdisciplinary Use of Blogs and Online Communities in Teacher Education
Quelle	In: International Journal of Information and Learning Technology, 33 (2016) 3, S.142-158 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-01-2016-0006
Schlagwörter	Electronic Publishing; Communities of Practice; Intellectual Disciplines; Teaching Methods; Online Courses; Preservice Teacher Education; Teacher Education Programs; College Faculty; College Students; Multimedia Materials; Learner Engagement; Case Studies; Foreign Countries; Art Education; Outdoor Education; Handheld Devices; Higher Education; Learning Processes; Information Technology; Computer Software; United Kingdom (England) + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Community; Geisteswissenschaften; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Lehramtsstudiengang; Lehrerausbildung; Fakultät; Collegestudent; Case study; Fallstudie; Case Study; Ausland; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Freiluftunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Informationstechnologie
Abstract	Purpose: Online learning is developing rapidly in higher education. As a result, in the Initial Teacher Education Division at The University of Northampton, UK, academics have experimented with methods to embed blogs and online communities into courses to enhance learning for staff and students. The paper aims to discuss this issue. Design/methodology/approach: This paper critically analyses the approach used to examine media-rich multimodal content that was shared through these tools. Findings: The paper models how blogs and communities have enhanced interdisciplinary subject teaching, staff development and student engagement. This is achieved by sharing case studies from the courses which model the strengths and limitations of practices adopted. Originality/value: Focused discussion demonstrates how reflexivity, communities of practice and experimentation with technological teaching strategies fuel the learning that occurred. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01