New technology, changing pedagogies? Exploring the concept of remote teaching placement supervision

Abstract

education of deaf children, Manchester centre for audiology and deafness, the university of Manchester, Manchester, uK ABSTRACTMobile technologies continue to have a growing influence on contemporary society, are becoming more commonplace within tertiary educational settings and hold the potential to impact on the learning process. This project evaluation considers the perspectives of participants who trialled the use of new technology to enable remote supervision and assessment of situated learning on teaching placement in schools in the UK. The discussion focuses on the impact that the use of new technology may have on established practices for assessment and models of supervision. Consideration is given to how the use of such technology may enable new pedagogical pathways with particular reference to reflective practice and self-assessment. The findings from a specialist Teacher Education programme (Deaf Education) within this study have direct implications for practicebased learning, both within teacher preparation programmes and in the wider field of professional practice.

Barriers and Challenges of Computing Students in an Online Learning Environment: Insights from One Private University in the Philippines

“…The rapid advancement of technology has dramatically revolutionized our education system. The use of technology (e.g., Internet, Mobile Devices, Augment Reality, Virtual Reality) has led to pedagogical evolution (Chilton & McCracken, 2017), creating a paradigm shift in education. In recent years, studies have been conducted to determine how Mobile Learning, which makes use of mobile devices, create a better learning experience for learners (Almaiah, Jalil, & Man, 2016;Alrasheedi, Capretz, & Raza, 2016;Fabito, 2017).…”

A Case for Using Swivl for Digital Observation in an Online or Blended Learning Environment

“…Other international studies concur that video technology demonstrates clear benefits for preservice teacher development and show how, using video-based examples, teachers can more easily examine the complexities of their classroom and critically evaluate their practice (Harford and MacRuairc, 2008;Chilton and McCracken, 2017;Osmanoglu, 2016).…”

“…Swivl has the potential to allow for synchronous and asynchronous observation and for school placement supervisors to give specific feedback for professional development and to engage in conversations about their practice. It allows student teachers to reflect upon their own practice by watching videos and allows them to collaborate, connect, and converse with their placement supervisor (Chilton and McCracken, 2017).…”

“…Thus, this pilot will explore how digital observation impacts student teachers' (n = 50) selfreflection in a randomized control trial. In their paper, Chilton and McCracken (2017) highlighted the opportunities for reflective practice using Swivl technology. Thus, it is both timely and necessary to examine how digital observation enhances self-reflection in professional practice.…”

“…Digital observation through Swivl can allow more meaningful and reflective teaching practice experiences. Research indicates that teachers can better understand and examine the complexities of their classroom and critically evaluate their own practice using digital observation (Hartford and MacRuairc, 2008;Chilton and McCracken, 2017;Osmanoglu, 2016). Video technology used synchronously and asynchronously can extend the quality of classroom observation, analysis, and reflection for teachers (Donlon, 2017;Dyke et al, 2008;Lebak, 2017;Mabunda, 2013).…”