Online and Distance Teacher Education and Technology in the Early Years Education Centre

Chris Naughton New Zealand Tertiary College

Editorial: Vol 1, Num 4 - Jun 2008

This edition of He Kupu covers a wide variety of issues that concern teacher educators involved in online teacher education and field based teacher education. Interestingly the issue begins with a reflection on some of the issues that concern each of the contributions to this issue. In an interview with John Roder from the University of Auckland, John reflects on some of the thinking behind the latest innovations in online learning. Having worked in education for many years as teacher and lecturer, John makes a case for the value of an open ‘playful’ engagement with learning especially in relation to the adaptation of technology. John’s knowledge of some of the present day concerns in teacher education have led him to espouse the notion of play in the context of the Web 2.0 open source learning and this he explores in the interview.

Field based teacher education is one of the concerns raised in Satomi Izumi- Taylor’s paper. In Play and Technology in Group-Oriented Japanese Early Childhood Educational Settings, an examination is made of a number of aspects relating to information and communications technology in the early years education centre. By looking at group learning and the ethos of Japanese education this paper examines the adaptation of information and communication technology in Japanese early years education. Through work with early years education centres over an intensive period it is shown how pre-school children can develop through their play a highly sophisticated approach to their own learning.

In an extended research study Erja Rusanen has provided an account of online learning at the Open University in Finland. This study shows the merit of teaching small local cluster groups set up within a larger cohort of online students. In a discussion of the work of the Open University Erja outlines the difficulties facing institutions as they seek to adapt their pedagogical ideas in a multiform environment. Developing the concept of discussion and verification within an elearning environment the use of conferencing is highlighted with the value of online discussion forums and telephone conferencing arrangements. In an exercise using prescribed texts the students, prior to a teaching episode, were encouraged to see teaching as a multi-perspectival event. In a detailed course evaluation beginner teachers’ difficulties emerge that include the need to plan very carefully each teaching episode and consider the audience far more in their work. The need for the students to understand their own learning is emphasised in this study, along with the concept of the student as a self-directing learner.

In another research study into the preparation for teaching Anne Grey from Auckland University of Technology discusses the use of Blackboard for online discussion and reflective journal writing for student teachers. Using a series of weblinks and the facility to discuss matters with their contemporaries, students were encouraged to go online and discuss their practice with each other and their tutor. The student response was positive to this intervention and for the tutor the sense that feedback was more valued as it occurred at the time of the teaching placement was another gain from this development.

The student voice features Jodi Norton a recent diploma graduate from New Zealand Tertiary College who reflects on her journey into early childhood education and her experience of studying and working. Many will empathise as Jodi describes her difficulty when first embarking on her studies.

This edition sees many commonalities arising in the discussion of how different institutions adapt to the increasing use of technology in online learning. The important questions that this places before all involved in education in every sector are discussed from several viewpoints. As Paula San Maurino has commented (2007), despite the promise of seeing online discussion as a vital aspect of learning institutions this aspect of change has proved very difficult to implement. As Maurino states; “Current research literature touts the potential for development of deep learning and critical thinking skills through online threaded discussions. For the most part, this has not yet happened at a high level or to any great extent” (2007, p. 257). It is hoped that this dialogue will continue to be debated in He Kupu so that ideas may come closer to reality.

References
  • Maurino, P.S.M., (2007). Looking for critical thinking in online threaded discussions, Journal of Educational Technology Systems, 35(3), 241-260.