Beschreibung:
Dr. Noeline Wright has been in initial teacher education for close to two decades, after spending an equivalent amount of time teaching in secondary schools. She is the general editor for the successful Waikato Journal of Education and has co-edited issues for other journals, as well as contributed articles to a wide range of journals on topics related to new schools, innovative learning environments, pedagogy, initial teacher education, social media and digital technologies in secondary schools. She is also the author of a 2018 Springer book, Becoming an Innovative Learning Environment: The Making of a New Zealand Secondary School.
Dr. Elaine Khoo was a senior education researcher at the University of Waikato with research interests in digitally supported learning environments, e-learning settings with a particular interest in online learning communities, participatory learning cultures and collaborative research contexts. She has been involved in a number of funded research projects associated with the flipped classroom, online learning, Web 2.0 and digital technologies across the compulsory schooling sector and at the tertiary level. She has published widely in New Zealand and in international journals, and have been invited to be on the editorial boards and as a reviewer for a number of international journals. She is the co-author of a successful free e-book
Adding Some TEC-VARIETY: 100+ Activities for Motivating and Retaining Learners Online, which has been downloaded over 100,000 times in both English and Chinese. Her most recent co-authored book with Springer,
Software Literacy: Education and Beyond (2017), introduced the notion of software literacy as a critical perspective into the nature and implications of engaging with software in the 21st century.
This book examines contexts and possibilities in Aotearoa New Zealand education contexts arising from the international trend for open, flexible, innovative learning environments (ILE), specifically on the pedagogical load. The book responds to questions such as: What does it mean to teach, learn or lead in an innovative learning environment? What happens when teachers move form single cell learning spaces to open, collaborative ones?
The chapters provide examples of how teaching in new spaces can be an exciting challenge for teachers and students where they try new ways of teaching and learning, and rethink the purposes of learning and the implications of societal change for learning and what is valued. Examples are drawn from pre-service teachers working in primary and secondary schools and in-service teachers learning to become professionals.
The book offers insights into a variety of educational contexts where teachers and students learn andadapt to new learning spaces, and also how different teaching and learning partnerships may be conceived, and flourish. It focuses attention on a range of aspects that teachers, school leaders, and other educators, and researchers may find valuable when they embark on similar initiatives to consider issues pivotal to productive and effective innovative learning environment design, development and implementation.
Presents case studies that showcases how teachers and students make sense of a range of innovative learning environment
Part 1: Background.- Introduction.- An historical perspective of learning spaces.- Policy and strategic directions: Implications for teacher learning.- Part 2: Possibilities for spaces.- The complexity of spatial agency in innovative learning environments.- The space of possibilities: The drama classroom as the first innovative learning environment.- No drama: Making do and modern learning in the performing arts.- Innovative learning beyond the classroom walls.- Part 3: Possibilities for pedagogies and practices.- Moving to an innovative learning environment: Exploring teachers' liminal space.- What we can learn when things "go wrong" for students in innovation learning environments.- Te puna matauranga kiritoa: Teachers' collective and individual resilience in a maori modern learning environment.- Thinking about the future for learning: ILE realities and possibilities.- 'Jump in off the deep end': Learning to teach in innovative learning environments on practicum.- Part 4: Possibilities for partnerships.- Enacting a vision: One school's transition to becoming an ILE.- A portrait of teaching and learning in innovative learning environments.- Culturally located learning: The potential of ILES for maori student success.- Part 5: Conclusion.- Educational change and the social project of innovative learning environments in Aotearoa New Zealand.
