E-Learning and Life-Long Learning: A Descriptive Case Study From a Teacher Educator's Perspective: 1995-2013.

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Bibliographic Details
Title:	E-Learning and Life-Long Learning: A Descriptive Case Study From a Teacher Educator's Perspective: 1995-2013.
Authors:	Wilson, Eleanor Vernon¹ evw2u@virginia.edu
Source:	Proceedings of the International Conference on e-Learning (ICEL). 2013, p531-537. 7p.
Subject Terms:	Teacher educators, Mobile learning, Teacher education, Teaching methods, Special interest groups (Associations)
Company/Entity:	American Educational Research Association
Abstract:	This paper describes the author's perceptions of the impact of technology on her role as a teacher educator. Through the use of autobiographical narrative, the paper illustrates ways in which responding to iterations of e-learning over time have led to intended and unintended consequences for the author's personal pedagogical development. The author identifies three areas in which e-learning has resulted in significant change in her professional life: classroom instruction, developing field placements, and relying on electronic communication to develop distance programs for preservice students. The paper resulted from an examination of current requirements in a teacher education program and reflects on the demand for critical changes needed in teacher education for the 21st century. The concept of TPCK provides a dynamic framework for such change. Recognizing the vast disparity in current teacher education programs today, what are ways in which the educational community can engage current and future teachers in dialogue that will reflect the need to implement dynamic approaches in e-learning? Equally important, what are some of the most effective ways to include current teachers in this discussion of the varied aspects related to e-learning? [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This paper describes the author's perceptions of the impact of technology on her role as a teacher educator. Through the use of autobiographical narrative, the paper illustrates ways in which responding to iterations of e-learning over time have led to intended and unintended consequences for the author's personal pedagogical development. The author identifies three areas in which e-learning has resulted in significant change in her professional life: classroom instruction, developing field placements, and relying on electronic communication to develop distance programs for preservice students. The paper resulted from an examination of current requirements in a teacher education program and reflects on the demand for critical changes needed in teacher education for the 21st century. The concept of TPCK provides a dynamic framework for such change. Recognizing the vast disparity in current teacher education programs today, what are ways in which the educational community can engage current and future teachers in dialogue that will reflect the need to implement dynamic approaches in e-learning? Equally important, what are some of the most effective ways to include current teachers in this discussion of the varied aspects related to e-learning? [ABSTRACT FROM AUTHOR]
ISSN:	20488882