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Descriptors:
Foreign Countries; Faculty Development; Professional Development; Educational Technology; Computer Uses in Education; Educational Policy; Comparative Analysis; Cross Cultural Studies; Conventional Instruction; Teacher Collaboration; Cultural Differences

Abstract:
In this paper, the progress of a three-year cooperative project investigating the current state of TPD (teacher professional development) in Sweden and China in the area of TPD and ICT (information and communication technologies) is summarized. A brief introduction to the field of TPD is given, and thereafter, ICT is related to what in the project is referred to as TETPD (Technology Enhanced Teacher Professional Development). Thereafter, the project as such is given a short presentation, followed by findings regarding policies and initiatives related to TETPD in Sweden and China for investigating the current state of TETPD in each country respectively. The framework for investigating TETPD is presented, and four Chinese and four Swedish cases are compared to some facets showing differences in models for TETPD in the two countries. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Technology; Teaching Methods; Foreign Countries; Educational Practices; Technology Uses in Education; Higher Education; Professional Development

Abstract:
This article discusses the professional dimension of making technology-enhanced learning (TEL) a part of European higher educational practices. In order to position the article in a European context, three of the most important European research Networks of Excellence (NoEs) aimed at understanding, developing, and implementing TEL and educational technologies are described. Using a meta-design inspired approach proposed by Fischer (2007), it is proposed that teachers through professional development can become designers of their own learning activities and develop the pedagogical tools they need for teaching with technologies in the 21st century. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Web Sites; Electronic Publishing; Formative Evaluation; Educational Practices; Classification; Educational Technology; Reflection; Instructional Design; College Instruction; Online Courses; Discourse Analysis; Content Analysis; Evaluation Criteria; Models

Abstract:
Purpose: The purpose of this paper is to analyze the use of blogs as part of a formative assessment practice, to report how reflective peer-to-peer learning can be designed and provided in online higher education. Design/methodology/approach: The research relies on a qualitative approach. The empirical setting comprised an online higher education course in which 23 students were enrolled. All students wrote individual blogs, and the analysis was done using all postings and comments from the blogs. For the analysis the ICE (Ideas, Connections, and Extension) three level classification model was used. Findings: The designed blog exercise turned into an informal and formative type of assessment that scaffolds the students' learning, providing a reflective peer-to-peer technology-enhanced learning design. Research limitations/implications: The study is limited to one online higher education course. Additional research on educational technology and e-assessment is needed. In particular, research on the informed design of technology-enhanced learning practices characterized by formative e-assessment and the role of the designed use of blogs in the facilitating and enhancement of the students' peer-to-peer learning. Practical implications: The paper demonstrates that the design and use of blogs embrace a formative assessment approach that cultivates the students' reflective peer-to-peer learning. Originality/value: The paper provides insight into the designed use of blogs in online higher education together with the potential in formative assessment for learning. The ICE three-level classification model provides a dynamic possibility to analyze online higher educational practices. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Secondary Schools; Teacher Role; Barriers; Interviews; Position Papers; Case Studies; Integrated Curriculum; International Cooperation; Partnerships in Education; Technology Uses in Education; Heritage Education; Teaching Methods; Participant Satisfaction; International Educational Exchange

Abstract:
Purpose: The aim of this paper is to report how Swedish upper secondary schools involved in a European Union-financed collaborative project intertwined aspects of subject integration and international collaboration with the use of ICT. Design/methodology/approach: The methodology used is a case study in which aspects of subject integration and international collaborative ambitions are intertwined with the use of ICT. Data consist of interviews with participants, texts concerning the project, the participating school, and the Swedish upper secondary schools system. Findings: Teachers and students have worked towards the objectives in the project and in the national curricula, and the case shows how difficult and how many barriers there are to overcome. Even though the curricula seem difficult to coordinate, students appear to have learnt more about the European perspective, as well as about themselves, through the approach. The teacher describes student motivation as high--authenticity and real people to collaborate with support the students' experience of a holistic education, which applies to real life. The teacher tried to change the role towards providing students with structure and advice, monitoring their progress, and assessing their accomplishments, but reported to be struggling with the teacher role. Originality/value: The paper demonstrates originality and value by providing important insight into the use of ICT in upper secondary schools for the purpose of collaboration and at the same time working towards joint curricular themes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; College Students; Use Studies; Educational Technology; Qualitative Research; Video Technology; Higher Education; Web Sites; Electronic Publishing; Formative Evaluation; Computer Assisted Testing

Abstract:
Purpose: The purpose of this paper is to provide an understanding of students' meaning-making processes, as they are part of an e-assessment practice via written blog posting upon their own, and their co-students' performances, presented online through shared video media. Design/methodology/approach: The research relies on qualitative data to provide an analysis of students' use of the educational technology tool called VoiceThread[C]. These data were provided by collecting Swedish higher education students' postings and comments in relation to two video clips published in VoiceThread. The formal learning sequence model by Selander together with theories on communication and reflection were used in the analysis. Findings: The data and the analysis show that shared video media and blogging embrace a potential to facilitate communication and reflection among online higher education students. In addition, the design of the course seems to strengthen the use of formative e-assessment. Research limitations/implications: The research reported on in this paper should, preferably, be followed by additional research on educational technology, social software and e-assessment; informed design of practices of formative e-assessment; and the role of formative e-assessment in the facilitating and enhancement of the students' learning and meaning-making processes. Practical implications: This paper provides researched-based ideas of ways in which teachers in online higher education can design their courses, if they want to cultivate the students' communicative and reflective skills. Originality/value: This paper provides an important insight into the use of shared video media and blogging in online higher education, especially, the way it can be designed for within a formative e-assessment course approach. (Contains 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Computer Uses in Education; Teachers; Faculty Development; Electronic Learning; Communities of Practice; Foreign Countries

Abstract:
It is sometimes assumed that teachers in an informed way shall embrace TEL (technology enhanced learning) in their practices. In this article, it is argued that TPD (teachers' professional development) for this purpose can be a part of their engagement in an OLC (online learning community), and we ask the questions--How can professional development be understood in relation to TEL? For what contents and in what form can TPD in an OLC have a potential to transform teaching? It is suggested that OLCs have the potential to through TEL make teachers implement technology in their practices to enhance learning and that this is an effective form of TPD, since teachers in an OLC at first hand answer to their own demands or that from colleagues. In this article, we elaborate on the possibilities and limitations of the OLC for TPD in terms of content and form. Six different OLCs for TPD are chosen to serve as examples on the diversity of forms and contents possible to focus. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Electronic Learning; Online Courses; Internet; Social Networks; Information Technology; Student Evaluation; College Students; Learning; Hermeneutics; Student Attitudes; Case Studies; Foreign Countries

Abstract:
This article is about learning to perform in a digital environment with specific focus on online higher education. In the article, an online higher educational setting is analysed from a hermeneutical approach, using the learning sequence model suggested by Selander (2008) as a theoretical frame. The institutional framing, used as an empirical example, is a Swedish online higher education course. Based on the course presentation in the course study guide, the course curricula, and the course evaluation, the setting for this article is considered as a case (Stake, 1995; Yin, 2003). The analysis of the setting and course design, in terms of objectives and aims, assessment, and social software used in the course, is focused on the signs as design for learning and on the performative aspects of these intentions. In the final section some issues and questions in relation to designing for learning in online higher education are raised. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Electronic Learning; Online Courses; Educational Technology; Professional Development; Teaching Methods; Delivery Systems; Educational Improvement; Technology Integration; Technology Uses in Education; Educational Innovation; Book Reviews; Communities of Practice; Social Networks; Best Practices

Abstract:
In today's society, the professional development of teachers is urgent due to the constant change in working conditions and the impact that information and communication technologies have in teaching practices. "Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery" features innovative applications and solutions useful for teachers in developing knowledge and skills for the integration of technology into everyday teaching practices. This defining collection of field research discusses how technology itself can serve as an important resource in terms of providing arenas for professional development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Education; Teacher Education Programs; Distance Education; Preservice Teachers; Foreign Countries; Work Environment; Public Policy; Interaction; Cooperation; Social Development

Abstract:
This article reports on the working conditions within Swedish ICT-supported distance-based teacher education. Data collected from teacher trainees are analyzed and discussed in relation to Swedish governmental policies concerning teacher education and distance education and theories emphasizing the importance of social aspects of education. The findings indicate working conditions that are mainly controlled by the teacher education program, and that teacher trainees to a high degree are fostered into individualism. Exceptions are in group work, which on the other hand seems to be given only minor attention in teacher education. This raises questions related to the intentions of teacher education. First, there are questions concerning issues of flexibility and choice, more precisely about what aspects are flexible or not. Second, there are questions concerning possibilities of teacher education providing an education that enables teacher trainees to develop the competencies needed to be able to teach. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Education Programs; Foreign Countries; Educational Technology; Technology Integration; Technology Uses in Education; Student Participation; Misconceptions; Interviews; Questionnaires; Cohort Analysis; Student Teacher Attitudes; Participant Satisfaction

Abstract:
Purpose: With a philosophical stance in relation to education, this paper aims to discuss different understandings of participation in an information and communication technology (ICT)-supported distance-based teacher education program in Sweden. Design/methodology/approach: The paper is based on early results from two studies, both of which involved a group of teacher-trainees, with one interview and one questionnaire. Findings: The findings indicate that there is a need to be explicit about the ontological assumptions inherent in the intended use of ICT. The conclusion is that the program in question is built on assumptions of realism and that ICT lays the ground for individual participation and works to tell the students apart. Originality/value: Helps in understanding how ICT, and its use, can have different effects on different groups. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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