Paper - Refereed

Most teachers recognise the benefits of meeting face-to-face for professional learning activities. However, for teachers in remote locations in Australia the vast distances that need to be travelled for such meetings are prohibitive. Videoconferencing has the potential to provide these teachers with quality professional learning experiences. This paper aims to highlight the challenges that inhibit the use of videoconferencing for professional learning experiences for those most likely to benefit, the teachers in remote schools.
Our students are immersed in a connected, relationship driven, consumer orientated digital world. While we expect their attention in class, their musicians, artists, designers and games beg for it. While we provide linear, logical, bite size portions of knowledge that will eventually grow to wisdom, their digital world demands decisions that have meaningful consequences and immediate outcomes. This paper briefly presents some of the research literature on engagement which highlights the need to give students the ability to make frequent and meaningful decisions.
In order to model constructionist non-coercive educational practice, I coined the term, "learning adventure," to replace "assignment" in describing classroom activity. Assignment connotes a requirement to be endured regardless of personal taste, experience, aptitude or motivation. "Learning adventure" implies excitement, challenge and personal benefit. It is for you; an assignment is for the teacher.
This paper describes a developmental model that can be used to evaluate and guide teacher reflection and progress along a continuum in order to maximise the potential learning benefits afforded by interactive whiteboards. The model was developed using classroom observations and semi-structured interviews with eight teachers over a period of eighteen months in one South Australian primary school.
ACCE Partners
ACCE Partners
ACCE Partners
ACCE Partners