Many of the papers and posters at this symposium provide examples of using digital technologies and evaluate the use or pedagogical considerations and appropriateness of incorporating these into information technology education (ITE). There is some promise that incorporating specific software and web 2.O tools enhances students' motivation, engagement and satisfaction, and that they can contribute to the development of digital knowledge and use across geographically dispersed learning communities and for a range of learning contexts and subject areas. Reflection on how well these led to studen
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Many of the papers and posters at this symposium provide examples of using digital technologies and evaluate the use or pedagogical considerations and appropriateness of incorporating these into information technology education (ITE). There is some promise that incorporating specific software and web 2.O tools enhances students' motivation, engagement and satisfaction, and that they can contribute to the development of digital knowledge and use across geographically dispersed learning communities and for a range of learning contexts and subject areas. Reflection on how well these led to student outcomes is evident in many of the papers and posters.
Reflective practice and some subject specific areas are very amenable for using digital technologies as showcased in particular papers. Of interest in several contributions, is the identification of assumptions made about students' prior knowledge and skills, as if they are already very familiar with the use of technologies for teaching. In most cases students are not as experienced as expected. So, constructivist and social constructivist approaches, where students are helped to identify their needs, are more likely to support active learning and a sense of developing a 'community of learners'. Even more heartening is the collaborative nature of many approaches within ITE to include digital technologies. The symposium itself and the sharing of these ideas will enable teachers to take advantage of relationships across organisations and also with international contributors. The submissions in this symposium also reflect the wider expectations for tertiary education to improve outcomes for individuals and society as a whole, especially when it is considered the influence of teachers on future generations and the ways in which teacher education supports groups of people to access and develop skills needed in our emerging digital world.
Edited excerpt from publication.
The contents are as follows: Abstracts and authors information; Pre-service teachers' TPACK confidence in a regional Australian university / Peter Albion; Personalizing educational content delivery: giving the learner what they need when they need it / Karen Allnutt-Steelman; Evolving resilience through e-learning: an emerging case study of change in initial teacher education programmes as a result of seismic events / Kofi Ayebi-Arthur and Niki Davis; Educational design for experiential and authentic learning: case study of the use of e-portfolios for assessment / Lindsey Conner; Language teacher education in a digital world / Una Cunningham; Future focussed teacher education: why we need to inspire with digital technologies / Niki Davis; Using technology enabled feedback in initial teacher education / Rena Heap, Dawn Garbett, Alan Ovens, Constanza Tolosa, Margot Bowes, Shiree Lee and Steve Leichtweis; Preparing new teachers for digitally-enabled, future-focussed learning environments / Julie Mackey and Niki Davis; An essential and engaging on-line environment for learning: making it meaningful: our journey / Benita Rarere-Briggs and Karen Turnock; Going digital in stuck places: secondary graduate ITE students' practicum experiences with digital technologies / Noeline Wright; Preservice teachers: what do they know about cyberlaw? / Lucy York; Authors in alphabetical order.
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