Added Values and Challenges Social Media Represent in the Hybridisation of Teacher Training

Anders Grov Nilsen, Aslaug Grov Almås, Stord/Haugesund University College, Norway


How do student teachers of our time acquire information? How do they find their way to knowledge? Students and newly qualified teachers establish, maintain and develop digital networks as an important source of development in the school subject and subject didactics. In a teacher education context, it is important to know this new interaction patterns that occur between children, adolescents and adults. This article discusses what teacher educators should be aware of when they orchestrate and facilitate learning with new technologies.

The methodological approach is based on a theoretical review, previous empirical data and our own experiences as teachers in teacher training courses.

Our findings related to the tree Ps (participation, personalization and productivity) indicate potential and challenges for teachers and institutions to cope with. The triangle of Ps is framing the complexity in a constructive way. Findings and discussions related to the characteristics of each of the angles indicate we have to change practice and task descriptions. This mean we have to implement our web 2.0-pedagogy and design learning (environment and activities) which supports purposeful activities, possibilities for reflection – spaces and tools which facilitate communication and sharing of ideas and understandings.

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e-learning, distance learning, distance education, online learning, higher education, DE, blended learning, MOOCs, ICT, information and communication technology, collaborative learning, internet, learning management system, interaction, LMS,

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