Abstract
In this chapter, all four tenets of personalising learning were targeted in a programme that was written to assist pre-service teachers’ transition to university in a first year, first semester, core unit in a Bachelor of Education (primary) degree. The chapter describes how student diversity in ICT ability and learning needs were used to frame an approach to teaching and learning the content of the unit, which was focussed on human development and different contexts for learning. The approach is described and demonstrates how ICT can become a vehicle for learning that caters for student diversity and how a seemingly rigid university timetable structure can be used creatively and with flexibility. The notion of value-added assessment is also highlighted.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Barber, M. (1999). Taking the tide at the flood: Transforming the middle years of schooling. In National middle years of schooling conference redesigning the middle years. Melbourne: Zbar & Schapper Consulting.
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). New York: Open University Press.
Bloom, B. (Ed.). (1956). Taxonomy of educational objectives. Book I: The cognitive domain. New York: Longman.
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513–531.
Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum Press.
Eccles, J., & Wigfield, A. (2015). Academic achievement motivation, development of. In D. Wright (Ed.), International encyclopedia of social and behavioral sciences (2nd ed., pp. 20–25). Elsevier.
Foundation for Young Australians (FYA). (2016). The new basics: Big data reveals the skills young people need for the new work order. Report prepared for FYA by AlphaBeta. Retrieved from https://www.fya.org.au/wp-content/uploads/2016/04/The-New-Basics_Update_Web.pdf
Froese, P. (2017). The benefits of choice in education: A Canadian perspective. In M. Etherington (Ed.), What teachers need to know: Topics in diversity and inclusion (pp. 121–140). Eugene: Wipf & Stock.
Fuller, A. (2007). Critiquing theories of learning and communities of practice. In J. Hughes, N. Jewson, & L. Unwin (Eds.), Communities of practice: Critical perspectives (pp. 17–29). Oxon: Routledge.
Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching, 15(2), 273–289.
Hughes, J., Jewson, N., & Unwin, L. (Eds.). (2007). Communities of practice: Critical perspectives. Oxon: Routledge.
Jones, M., & McLean, K. J. (2012). Personalising learning in teacher education through the use of technology. Australian Journal of Teacher Education, 37(1). https://doi.org/10.14221/ajte.2012v37n1.1.
Keamy, K., Nicholas, H., Mahar, S., & Herrrick, C. (2007). Personalising education: From research to policy and practice. Melbourne: Department of Education and Early Childhood Development.
Knapper, C., & Cropley, A. J. (2000). Lifelong learning in higher education. London: Kogan Page.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation (learning in doing: Social, cognitive and computational perspectives). Cambridge: Cambridge University Press.
Lyons, T., Cooksey, R., Panizzon, D., Parnell, A., & Pegg, J. (2006). Science, ICT and mathematics education in rural and regional Australia the SiMERR national survey: A research report prepared for the Department of Education, Science and Training, National Centre of Science, ICT and Mathematics Education for Rural and Regional Australia, University of New England.
Manyika, J. (2016). Technology, jobs and the future of work. Briefing Note prepared for the Fortune Vatican Forum December 2016. McKinsey Global Institute.
Organisation for Economic Co-operation and Development [OECD]. (2006). Schooling for tomorrow: Personalising education. Paris: Centre for Educational Research and Innovation, OECD.
Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). London: Routledge Falmer.
Rouse, M. (2017). A role for teachers and teacher education in developing inclusive practice. In M. Etherington (Ed.), What teachers need to know: Topics in diversity and inclusion (pp. 19–35). Eugene: Wipf & Stock.
Saribas, D. (2015). Investigating the relationship between pre-service teachers’ scientific literacy, environmental literacy and life-long learning tendency. Science Education International, 26(1), 80–100.
Schwartz, D., Lindgren, R., & Lewis, S. (2009). Constructivism in an age of non-constructivist assessments. In S. Tobias & T. Duffy (Eds.), Constructivist instruction: Success or failure? (pp. 34–61). New York: Routledge.
Author information
Authors and Affiliations
Appendix: Sample Letter for Pre-service Teachers’ Group Allocation
Appendix: Sample Letter for Pre-service Teachers’ Group Allocation
Name: | Stewart Dent | Group Number: | 3 |
Dear Stewart
You have been assigned to Group Number 3. Other members of your group are Mirander Dobe, John Lemon, and Emily Mose.
Groups were determined using the information you provided in the ICT inventory, completed online in the first week of the course. This has enabled us to identify how you see your skill level for various ICT applications and the particular areas of ICT you are interested in developing. We have tried to group you with students of a similar skill level who have similar areas of interest.
Your group’s self-assessed abilities range from Medium to Medium-High. The main areas of interest for development identified by members in your group were: Web Pages and Movie Maker.
You will have some time today to meet your group members and discuss and finalise the ICT media you would like to use for your multimedia presentation assessment task. Please keep in mind the suggestions made in the lecture (and noted below) of applications that might be better suited to the current abilities of the group. We want you to be able to assist you in extending your ICT skills in a manageable and achievable way.
In your group meeting today you will also need to determine the areas you would like to have ICT workshops focus on. Please let your tutor know which areas you identify, and how many members of your group will likely attend each workshop. This will help us finalise the number and types of workshops we run in Weeks 8–9.
All the best with your planning.
Karen and Mellita.
Workshop SuggestionsGenerally speaking, groups should consider developing their skills according to their current skill level where we would suggest:
Low to Medium Low skill levels
PowerPoint
Digital Photography: – photo download; photo editing and inserting in documents
Medium skill levels
Interactive Whiteboard/Advanced PowerPoint
Web Page Development
Basic Movie-Maker – downloading video; basic editing; inserting movie files in documents.
Medium-high to High skill levels
Advanced Movie-maker – advanced editing techniques
Marrying a number of ICTs together for presentation (e.g., Web with Movie/Photography/Sound file links)
-
Nb: Names have been changed to protect pre-service teachers’ identity .
Rights and permissions
Copyright information
© 2018 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Jones, M., McLean, K. (2018). Transitioning to University: A Personal Learning Experience. In: Personalising Learning in Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-7930-6_11
Download citation
DOI: https://doi.org/10.1007/978-981-10-7930-6_11
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-7928-3
Online ISBN: 978-981-10-7930-6
eBook Packages: EducationEducation (R0)