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

Dianne Forbes (University of Waikato, New Zealand)
Copyright: © 2014 |Pages: 176
EISBN13: 9781466649729|DOI: 10.4018/978-1-4666-4486-1.ch006
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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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