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Landscaping on shifting ground: teacher education in a digitally transforming world

Bigum, Chris and Rowan, Leonie 2008, Landscaping on shifting ground: teacher education in a digitally transforming world, Asia-Pacific journal of teacher education, vol. 36, no. 3, Special Issue : Technohtraphies in teacher education : research and pedagogy in technologically mediated learning environments, pp. 245-255, doi: 10.1080/13598660802232787.

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Title Landscaping on shifting ground: teacher education in a digitally transforming world
Author(s) Bigum, Chris
Rowan, Leonie
Journal name Asia-Pacific journal of teacher education
Volume number 36
Issue number 3
Season Special Issue : Technohtraphies in teacher education : research and pedagogy in technologically mediated learning environments
Start page 245
End page 255
Total pages 11
Publisher Routledge
Place of publication Abingdon, Eng.
Publication date 2008
ISSN 1359-866X
1469-2945
Keyword(s) Computing and communication technologies
Knowledge production
Sociotechnical realism
Social Sciences
Education & Educational Research
teacher education
COMPUTERS
Summary For almost three decades, the landscape of teacher education has been modestly shaped by the exploration of practices that made use of what were, at the time, current instances of computing and communication technologies (CCTs). More broadly and importantly however, the deployment of CCTs globally has, over the same time period (1980-2008), supported a reshaping of the planet's social, economic and political circumstances in which all forms of education operate. Despite the enormity of these shifts the focus in teacher education has remained largely at site, reflecting a similar focus in schools. In fact, the patterns of adaption and response in teacher education to each new instance of high-tech product are now quite predictable. Thus, while teacher education's engagement with CCTs can be mapped as a kind of minor landscaping, a process which attends more to appearance than substance, it is landscaping effectively premised upon a stable geography, one that resembles that of thirty years ago. This paper explores the changed and changing geography of a world heavily shaped by the ongoing deployment and use of more and more powerful CCTs. The analysis suggests that if we continue to attend only to landscaping, teacher education will be at risk of being terraformed.
Language eng
DOI 10.1080/13598660802232787
Field of Research 139999 Education not elsewhere classified
1301 Education Systems
1302 Curriculum And Pedagogy
1303 Specialist Studies In Education
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2008, Routledge
Persistent URL http://hdl.handle.net/10536/DRO/DU:30078523

Document type: Journal Article
Collection: School of Education
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