Building international networks

Short description

Through an international project pre-service teachers, in-service teachers and teacher educators engaged in a rich exploration of educational topics such as inclusivity and information and communication technology integration. The goal of this learning experience was to promote higher order thinking and collaboration while embedding and fostering authentic dialogue between and among pre-service teachers and experts. Target audience Pre-service teachers Video interview Learning goals and objectives model the use of ICTs within teaching and learning; advance educational thought and practice; develop global relationships; and develop an increased understanding of diversity and inclusivity in today's classrooms

Results/outcomes

• Authentic learning
  • topics 
  • participants
  • assessment
• Multiple perspectives provided diversity in knowledge and experience
• Shared experience that triggered online dialogue and provided an anchor that pre-service teachers could continue to link back to when new ideas or concepts were introduced
• Experiences provided an increased awareness and a model for how ICTs might be used for learning in the classroom
• Both novices and experts valued the authentic conversations
• Pre-service teachers gained deep understanding from the authentic and meaningful assessment
• Authentic issues for teaching were central to the conversations: real reason to share and discuss

Feedback

• "…forces those in the discussion to consider ideas and beliefs beyond what they already hold"
• "…it was unique experience and although challenging, and sometimes frustrating, I have had opportunities to hear the view of many different people about inclusive education in a way that would not normally have been possible"
• "Exposure to new ways to implement technology is fantastic as an aspiring teacher because it helps to develop confidence within us.  I definitely found a new confidence in regards to the implementation of technology in a classroom"
• "I got so much more out of this – well beyond reading papers and or listening to lectures etc."
• "…it was valuable to have authentic conversations with other pre-service teachers and experts"
• "it was authentic assessment which hardly felt like an assignment at all"

Who did/does what

Students' participation was assessed. Academics set up the project and facilitated discussions.

Problems and advice for others

• Need similar expectations at both/multiple sites
• Dates: different recess periods, etc. 
• Working out the times of the day
• Shared resources
• Variety of access to hardware
• Differences in bandwidth
• Student motivation
• Student time management
• Making choices between synchronous and asynchronous applications

General recommendations

• If you build it they won't necessarily come
• Important to develop social presence
• Establish teacher presence early on
• Facilitate discussions
• Work towards improving cognitive presence: deep and surface learning
• Develop a community of learners (ongoing)
• Include assessment obligations