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Listening and Learning through ICT with Digital Kids: Dynamics of Interaction, Power, and Mutual Learning between Student Teachers and Children in Online Discussion

Copyright © 2014. 28 pages.
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DOI: 10.4018/978-1-4666-4486-1.ch006
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MLA

Forbes, Dianne. "Listening and Learning through ICT with Digital Kids: Dynamics of Interaction, Power, and Mutual Learning between Student Teachers and Children in Online Discussion." Cases on Professional Distance Education Degree Programs and Practices: Successes, Challenges, and Issues. IGI Global, 2014. 149-176. Web. 30 Aug. 2014. doi:10.4018/978-1-4666-4486-1.ch006

APA

Forbes, D. (2014). Listening and Learning through ICT with Digital Kids: Dynamics of Interaction, Power, and Mutual Learning between Student Teachers and Children in Online Discussion. In K. Sullivan, P. Czigler, & J. Sullivan Hellgren (Eds.) Cases on Professional Distance Education Degree Programs and Practices: Successes, Challenges, and Issues (pp. 149-176). Hershey, PA: Information Science Reference. doi:10.4018/978-1-4666-4486-1.ch006

Chicago

Forbes, Dianne. "Listening and Learning through ICT with Digital Kids: Dynamics of Interaction, Power, and Mutual Learning between Student Teachers and Children in Online Discussion." In Cases on Professional Distance Education Degree Programs and Practices: Successes, Challenges, and Issues, ed. Kirk P.H. Sullivan, Peter E. Czigler and Jenny M. Sullivan Hellgren, 149-176 (2014), accessed August 30, 2014. doi:10.4018/978-1-4666-4486-1.ch006

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Abstract

The following case reports on the involvement of children in online discussion with student teachers within initial teacher education in New Zealand. The focus is on listening to children, with wider implications for listening as a professional capability extending beyond the teaching profession. In this case, student teachers and pupils communicated online, exchanging ideas, debating, and engaging in co-construction of understandings around the place of Information and Communication Technologies in teaching and learning. The case explores the interaction and social dynamics observed and mutual learning experienced, with links to theoretical perspectives including constructivist and democratic pedagogies. Implications for improved practice are considered. It is argued that there is a need to explicitly teach listening skills and to encourage professionals in training to listen to clients. It is argued that the online environment is an excellent training ground for developing effective listening skills as it lends itself to reflective practice and to meta-listening awareness.
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Setting The Stage

As a Senior Lecturer in the Department of Professional Studies in Education, I have taught in the Mixed Media Programme (MMP) since 2002, coordinating classes focused on professional practice in the context of teaching, learning theory, pedagogy, assessment, and learning through Information and Communication Technology (ICT).

This case represents an authentic educational example, stemming from an initial experience in 2004, when I first invited 12-year old pupils to join the MMP teacher education students in online discussion. As a result of the success and mutual learning experienced during this initial trial, I have involved children (aged between 10 and 15 years) in online discussion at least twice a year during the past five years.

The case focuses on one instance in which middle school children were involved in online discussion with first year teacher education students. The objective of the exercise was to encourage the class of fifty-seven teacher education students to listen to a group of nineteen year 8 pupils (12 year olds). The focus of the discussion was on Information and Communication Technology (ICT), how ICT can be used to enhance learning both within the classroom and outside of school as we know it, and how teachers and children might learn together through ICT. For two weeks, the student teachers and pupils communicated online, exchanging ideas, debating and engaging in co-construction of understandings around the place of ICT in teaching and learning.

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Complete Chapter List

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Table of Contents
Foreword
Virginia Langum
Foreword
Dean Sutherland
Preface
Kirk P.H. Sullivan, Peter E. Czigler, Jenny M. Sullivan Hellgren
Chapter 1
Kirk P. H. Sullivan
This case places the student in focus and through a reflective case study considers four distance professional degree programs. The author of this... Sample PDF
Studying Professional Degrees via the Internet: Challenges, Issues, and Relevance from the Student’s Perspective
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Chapter 2
Despina Varnava-Marouchou, Mark A. Minott
This chapter outlines the benefits and challenges experienced by two students who had completed an online doctoral programme at a popular United... Sample PDF
Experiences of an Online Doctoral Course in Teacher Education
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Chapter 3
Hakim Usoof, Brian Hudson, Eva Lindgren
Plagiarism has gained much public attention with media, corporations, and researchers leading the way. The general public’s perception is that... Sample PDF
Plagiarism: Catalysts and Not So Simple Solutions
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Chapter 4
Mats Deutschmann
The challenges in creating a collaborative environment for online learning are great. This chapter describes some practical examples of community... Sample PDF
Creating Online Community: Challenges and Solutions
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Chapter 5
Huahui Zhao
This chapter proposes a model of introducing networked peer assessment to an online course. In the organisation background, the benchmark model of... Sample PDF
Introducing Peer Collaboration in a Networked English Writing Class
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Chapter 6
Dianne Forbes
The following case reports on the involvement of children in online discussion with student teachers within initial teacher education in New... Sample PDF
Listening and Learning through ICT with Digital Kids: Dynamics of Interaction, Power, and Mutual Learning between Student Teachers and Children in Online Discussion
$37.50
Chapter 7
Catherine E. Stoicovy
This chapter examines the socio-cultural contexts of Asian/Pacific islanders in a Western Pacific island to identify key components for culturally... Sample PDF
Culturally Responsive Online Learning for Asian/Pacific Islanders in a Pacific Island University
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Chapter 8
Richard J. Magjuka, Xiaojing Liu
This chapter presents a case study that examines the perceptions of online students and instructors regarding their their experiences in a reputable... Sample PDF
A Case Study of Online MBA Courses: Online Facilitation, Case-Based Learning, and Virtual Team
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Chapter 9
Kristy Beers Fägersten
The English Department at Högskolan Dalarna, Sweden, participates in a distance-learning program with the Faculty of Education at Vietnam National... Sample PDF
A Case Study of a Distance Degree Program in Vietnam: Examples from a Learner-Centered Approach to Distance Education
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Chapter 10
Klara Bolander Laksov, Charlotte Silén, Lena Engqvist Boman
In this case, the introductory course in an international masters program in medical education (MMedEd) called “Scholarship of Medical Education” is... Sample PDF
Implementation of Scholarship of Teaching and Learning through an On-Line Masters Program
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Chapter 11
Gordon Joyes, Tony Fisher, Roger Firth, Do Coyle
This chapter provides a case study of a wholly online professional doctorate in Teacher Education that has been running successfully since 2003... Sample PDF
The Nature of a Successful Online Professional Doctorate
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Chapter 12
Wasim A. Al-Hamdani
This chapter investigates the problem of secure e-learning and the use cryptography algorithms as tools to ensure integrity, confidentiality... Sample PDF
Secure E-Learning and Cryptography
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