Curriculum Development in Technology-Enhanced Environments
Mike Keppell (The Hong Kong Institute of Education, Hong Kong), Eliza Au (The Hong Kong Institute of Education, Hong Kong), Ada Ma (The Hong Kong Institute of Education, Hong Kong) and Christine Chan (The Hong Kong Institute of Education, Hong Kong)
Copyright: © 2005
As teacher-educators, we are acutely aware of our responsibilities in nurturing the knowledge, attitudes, and beliefs of pre-service teachers. As part of our interest in improving our teaching, learning, and assessment practices, we have been participating in an action-research project on technology-enhanced assessment over the last 12 months. Throughout this collaboration, we have become aware of our assessment practices and have been delighted that this has also resulted in a questioning of our current learning design for our modules and further clarity in our own thinking about why we teach the way that we do. The process of action-research has forced us to examine our educational beliefs and how these motivate our teaching and learning. This article focuses on why as teacher-educators it is our obligation to articulate our theories of teaching and learning. It is essential that we articulate these often-implicit theories not only as a means of engaging in dialogue with other teacher-educators, but also as a means of engaging in dialogue with our own students who are pre-service teachers. This cascading waterfall of dialogue and explicitness may allow pre-service teachers to gain insight into the decisions we make as teacher-educators and the rationale we use in our teaching. This obligation has important ramifications for the education of children in the Hong Kong setting, as pre-service teachers may see these explicit rationales as a guide to their own teaching within the early childhood, primary, and secondary settings.