10 SES 17 A, The ITELab Project; Co-Designing, Developing, and Testing Innovative, Pedagogy-Driven ICT Usage in Initial Teacher Education
The second paper outlines the experiences of ITELab university partners at the local level working with the emerging project module frameworks. In line with an early decision by the partnership, all ITELab resources are aligned again both the ERC DigCompEdu framework and the EU’s European Credit Transfer System (ECTS). While this offers strong architectures that bring a valuable coherence to the emerging frameworks and supporting materials, it does not account for necessary local conditions relating, for example, to practice placement opportunities, divergences in technology provision and access, or for degrees of student teacher confidence and prior experience with ICT. These are of course central to any exercise in developing new pedagogical practices for deep learning (Fullan, 2014). Consequently, all of this had to be factored in locally. This meant the ITELab university partners exercised scales of adaption that ranged from very low to total while still needing to maintain the vision and hallmarks of ITELab. In this paper, partners from three of the ITELab universities – from Italy, Norway, and the UK – describe the various approaches used to either extend or compact their ITELab work. These offer valuable insights and understandings of the creative practicalities (Wakefield & Watt, 2017) exercised by the partners as they worked to find course-time and space to facilitate meaningful student teacher engagement with both the project lines and local conditions. The paper explores in particular how these translations preserved the three, core ITELab values of (1) being Innovative & pedagogy-focused; (2) staying activity-driven, collaborative & connected; and, (3) reflecting a pan-European vision of what it is to become a teaching professional. Each partner’s story has similarities and differences arising from the ways they interfaced between the technicality of the ITELab frameworks and the practicalities of meaningful contextualised work relevant to their specific settings. The particular value of this paper lies in what the three stories illuminate about the extensible nature of the ITELab material with its basis in collaborative and international dialogue. It highlights how the inbuilt flexibility and quality alignment of the project materials allows for a meaningful – and necessary – adaption to the local while retaining the core ITELab values, in a way that retains and even enhances the core ITELab values. This is especially useful when we consider the leading role that the partners to this paper also had in creating the ITELab models in the first instance.
Fullan, M. and M. Langworthy (2014). A rich seam: How new pedagogies find deep learning, London: Pearson. Wakefield, C., & Watt, S. (2017). Practical applications of teaching visual methods. In Watt, S. and C. Wakefield (Eds) Teaching Visual Methods in the Social Sciences (pp. 203-214). London: Routledge. Zapata, P. and Campos MJZ (2015). Unexpected translations in urban policy mobility. University of Gothenburg: School of Public Administration. Zhang, W. and S. Watts (2016) Knowledge Adoption in Online Communities of Practice In: Systèmes d'information & management, Vol.21(2), 67 – 88 .
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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