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dc.contributor.authorBigum, Chrisen_US
dc.contributor.authorRowan, Leonieen_US
dc.date.accessioned2017-04-24T12:49:48Z
dc.date.available2017-04-24T12:49:48Z
dc.date.issued2008en_US
dc.date.modified2010-07-15T07:39:31Z
dc.identifier.issn1359866Xen_US
dc.identifier.doi10.1080/13598660802232787en_AU
dc.identifier.urihttp://hdl.handle.net/10072/32156
dc.description.abstractFor almost three decades, the landscape of teacher education has been modestly shaped by the exploration of practices that made use of what were, at the time, current instances of computing and communication technologies (CCTs). More broadly and importantly however, the deployment of CCTs globally has, over the same time period (1980-2008), supported a reshaping of the planet's social, economic and political circumstances in which all forms of education operate. Despite the enormity of these shifts the focus in teacher education has remained largely at site, reflecting a similar focus in schools. In fact, the patterns of adaption and response in teacher education to each new instance of high-tech product are now quite predictable. Thus, while teacher education's engagement with CCTs can be mapped as a kind of minor landscaping, a process which attends more to appearance than substance, it is landscaping effectively premised upon a stable geography, one that resembles that of thirty years ago. This paper explores the changed and changing geography of a world heavily shaped by the ongoing deployment and use of more and more powerful CCTs. The analysis suggests that if we continue to attend only to landscaping, teacher education will be at risk of being terraformed.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeAustraliaen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom245en_US
dc.relation.ispartofpageto255en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalAsia-Pacific Journal of Teacher Educationen_US
dc.relation.ispartofvolume36en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation Systems not elsewhere classifieden_US
dc.subject.fieldofresearchcode130199en_US
dc.titleLandscaping on shifting ground: teacher education in a digitally transforming worlden_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2008
gro.hasfulltextNo Full Text


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