This paper describes how a group of preschool teachers participating in a design workshop sketched ideas for how ICT (information and communication technology) can be developed in relation to preschool practice. The design process, which was modelled on creative research methods and future workshops, is presented in detail. The main findings, based on a data-driven analysis of verbal and written statements and design sketches, show that ICT is mainly conceptualised as either a possibility in the support of specific competences (such as language development) or a threat to, for example, the notion of real communication and also to well-established conceptualisations of preschool practice.
Researchers have recently been calling for new models of teacher education and professional development for the 21st century. Teacher inquiry, where the teacher’s own practice is under investigation, can be seen both as a way to improve day-to-day teaching in the classroom and as professional development for teachers. As such, it should also have a role in teacher education. In this article, we present the iterative development of the TISL Heart, a theory-practice model and method of teacher inquiry into student learning, which has a particular emphasis on the use of student results generated in the information and technology-rich classroom. This article proposes that this practice-near model is particularly relevant for teacher education, as it draws upon existing practices in using student data at a progressive school that focuses on the use of technology to enhance student learning. The article concludes by discussing the implications for its role in teacher education, particularly related to data literacy and its use in teaching.
This case study explores the implications of utilising social media as part of specific linguistic activities of language learning that comprise the practice of mundane communication. As part of an international collaboration project, closed Facebook groups were formed in secondary school classes in Colombia, Finland, Sweden and Taiwan. The results imply that the interactions were framed as social connections before an audience. The students’ authorship was characterised by both educational language customs and digital vernacular derived from online communication conventions.