The interdisciplinary use of blogs and online communities in teacher education

Helen Caldwell, Rebecca Heaton

    Research output: Contribution to JournalArticle

    Abstract

    Purpose
    Online learning is developing rapidly in higher education. As a result, in the Initial Teacher Education Division at The University of Northampton, UK, academics have experimented with methods to embed blogs and online communities into courses to enhance learning for staff and students. The paper aims to discuss this issue.

    Design/methodology/approach
    This paper critically analyses the approach used to examine media-rich multimodal content that was shared through these tools.

    Findings
    The paper models how blogs and communities have enhanced interdisciplinary subject teaching, staff development and student engagement. This is achieved by sharing case studies from the courses which model the strengths and limitations of practices adopted.

    Originality/value
    Focused discussion demonstrates how reflexivity, communities of practice and experimentation with technological teaching strategies fuel the learning that occurred.
    Original languageEnglish
    Pages (from-to)142-158
    Number of pages17
    JournalInternational Journal of Information and Learning Technology
    Volume33
    Issue number3
    DOIs
    Publication statusPublished - 6 Jun 2016

    Fingerprint

    Blogs
    internet community
    weblog
    Teaching
    Education
    Students
    teacher
    learning
    education
    reflexivity
    teaching strategy
    community
    student
    staff
    methodology

    Keywords

    • Communities
    • Curriculum development
    • Educational innovation
    • Multimedia
    • Teaching methods
    • Technology

    Cite this

    @article{d89cff8759184307bda59491fc458509,
    title = "The interdisciplinary use of blogs and online communities in teacher education",
    abstract = "PurposeOnline learning is developing rapidly in higher education. As a result, in the Initial Teacher Education Division at The University of Northampton, UK, academics have experimented with methods to embed blogs and online communities into courses to enhance learning for staff and students. The paper aims to discuss this issue.Design/methodology/approachThis paper critically analyses the approach used to examine media-rich multimodal content that was shared through these tools.FindingsThe paper models how blogs and communities have enhanced interdisciplinary subject teaching, staff development and student engagement. This is achieved by sharing case studies from the courses which model the strengths and limitations of practices adopted.Originality/valueFocused discussion demonstrates how reflexivity, communities of practice and experimentation with technological teaching strategies fuel the learning that occurred.",
    keywords = "Communities, Curriculum development, Educational innovation, Multimedia, Teaching methods, Technology",
    author = "Helen Caldwell and Rebecca Heaton",
    year = "2016",
    month = "6",
    day = "6",
    doi = "10.1108/IJILT-01-2016-0006",
    language = "English",
    volume = "33",
    pages = "142--158",
    journal = "International Journal of Information and Learning Technology",
    issn = "2056-4880",
    publisher = "Emerald",
    number = "3",

    }

    The interdisciplinary use of blogs and online communities in teacher education. / Caldwell, Helen; Heaton, Rebecca.

    In: International Journal of Information and Learning Technology, Vol. 33, No. 3, 06.06.2016, p. 142-158.

    Research output: Contribution to JournalArticle

    TY - JOUR

    T1 - The interdisciplinary use of blogs and online communities in teacher education

    AU - Caldwell, Helen

    AU - Heaton, Rebecca

    PY - 2016/6/6

    Y1 - 2016/6/6

    N2 - PurposeOnline learning is developing rapidly in higher education. As a result, in the Initial Teacher Education Division at The University of Northampton, UK, academics have experimented with methods to embed blogs and online communities into courses to enhance learning for staff and students. The paper aims to discuss this issue.Design/methodology/approachThis paper critically analyses the approach used to examine media-rich multimodal content that was shared through these tools.FindingsThe paper models how blogs and communities have enhanced interdisciplinary subject teaching, staff development and student engagement. This is achieved by sharing case studies from the courses which model the strengths and limitations of practices adopted.Originality/valueFocused discussion demonstrates how reflexivity, communities of practice and experimentation with technological teaching strategies fuel the learning that occurred.

    AB - PurposeOnline learning is developing rapidly in higher education. As a result, in the Initial Teacher Education Division at The University of Northampton, UK, academics have experimented with methods to embed blogs and online communities into courses to enhance learning for staff and students. The paper aims to discuss this issue.Design/methodology/approachThis paper critically analyses the approach used to examine media-rich multimodal content that was shared through these tools.FindingsThe paper models how blogs and communities have enhanced interdisciplinary subject teaching, staff development and student engagement. This is achieved by sharing case studies from the courses which model the strengths and limitations of practices adopted.Originality/valueFocused discussion demonstrates how reflexivity, communities of practice and experimentation with technological teaching strategies fuel the learning that occurred.

    KW - Communities

    KW - Curriculum development

    KW - Educational innovation

    KW - Multimedia

    KW - Teaching methods

    KW - Technology

    UR - http://www.mendeley.com/research/interdisciplinary-blogs-online-communities-teacher-education

    U2 - 10.1108/IJILT-01-2016-0006

    DO - 10.1108/IJILT-01-2016-0006

    M3 - Article

    VL - 33

    SP - 142

    EP - 158

    JO - International Journal of Information and Learning Technology

    JF - International Journal of Information and Learning Technology

    SN - 2056-4880

    IS - 3

    ER -