Transforming Pedagogy and Experience through e-Learning in Teacher Education

AbstractThis paper provides a case study and discussion of a curriculum design model using technology in the Initial Teacher Training context. It describes the transformation in design thinking which took the Adult Literacy Subject Specialist teacher training programme from a fully taught face-to-face model to one where technology acts as the ‘delivery mechanism’ and a space for problem-based learning.TThree discrete, but connected, themes are discussed here, which marked significant successes in the course, but which also raised issues for teacher educators and students. Firstly, an example is given of a shift in curriculum design thinking, incorporating the flipped classroom model in the delivery of a key ‘threshold concept’. Secondly, a case is made for a ‘persistent curriculum’; one which ensures students endure and succeed through the technologies used. Finally, a critical analysis of the success and issues around the use of blogs as the principal tool for reflective practice and formative assessment...