Collaborative Professional Education for e-Teaching in Networked Schools
Networked schools have become a feature of
education systems in countries that seek to provide learning
opportunities in schools located beyond major centres of population.
The internet and e-learning have facilitated the development of
virtual educational structures that complement traditional schools,
encouraging collaborative teaching and learning to proceed. In rural
New Zealand and in the Atlantic Canadian province of
Newfoundland and Labrador, e-learning is able to provide new ways
of organizing teaching, learning and the management of educational
opportunities. However, the future of e-teaching and e-learning in
networked schools depends on the development of professional
education programs that prepare teachers for collaborative teaching
and learning environments in which both virtual and traditional face
to face instruction co-exist.
[1] Stefansdottir, L. (1993). The Icelandic Educational Network - Ismennt,
In: Davies, G. and Samways, B. (eds) Teleteaching - Proceedings of the
IFIP TC3 Third Teleteaching Conference, Amsterdam, Elsevier Science
Publishers, pp: 829-835.
[2] Tella S (1995) Virtual School in a Networking Learning Environment,
Helsinki, University of Helsinki, Department of Teacher Education.
[3] Stevens, K.J. (2003a) Open Learning to Sustain Rural Schools: The
Replication of a Three-Stage Model, New Zealand Annual Review of
Education - Te Arotake a Tau o te ao o te Matauranga i Aotearoa, No
12, pp:173-186.
[4] Stevens, KJ (1995a) Geographic Isolation and Technological Change: A
New Vision of Teaching and Learning in Rural Schools in New Zealand,
The Journal of Distance Learning Vol. 1, No. 1.
[5] Stevens KJ (1995b) The Technological Challenge to the Notion of
Rurality in New Zealand Education Repositioning the Small School, In:
Ian Livingstone (ed) New Zealand Annual Review of Education No 5,
pp: 93 -102.
[6] Stevens, K (1999) Telecommunications Technologies, E-learning and
the Development of Virtual Classes for Rural New Zealanders Open
Praxis Vol. 1, pp: 12 - 14.
[7] Government of Newfoundland and Labrador (2000) Supporting
Learning: Report on the Ministerial Panel on Educational Delivery in
the Classroom, St John-s, NL, Department of Education.
[8] Cavanaugh, C, (2001) The Effectiveness of Interactive Distance
Education Technologies in K-12 Learning: A Meta-Analysis,
International Journal of Educational Telecommunications, 7, (1), 73-88.
[9] Hobbs V. M and Christianson J.S (1997) Virtual Classrooms, Basel,
Switzerland & Lancaster, Pennsylvannia, Technomic Publishing.
[10] Lowther, D., Ross, S. & Morrison, G. (2003). When Each Has One: The
Influences on Teaching Strategies and Student Achievement of Using
Laptops in the Classroom, Educational Technology Research and
Development 51 (3), 23-44.
[11] Mathiasen, H. (2004). Expectations of Technology: When the Intensive
Application of IT in Teaching Becomes a Possibility, Journal of
Research on Technology in Education, 36, (3), 273-294.
[12] Collis B (1996). Tele-learning in a Digital World - The Future of
Distance Learning, London and Boston, Thompson Computer Press.
[13] Ertl, H. and Plante, J. (2004). Connectivity and Learning in Canada-s
Schools, Ottawa, Statistics Canada, Government of Canada.
[14] Hawkes, M. and Halverson, P. (2002). Technology Facilitation in the
Rural School: An Analysis of Options, Journal of Research in Rural
Education, 17 (3), 162-170.
[15] Stevens, K.J. (2003b) E-Learning and the Development of Open Classes
for Rural Students in Atlantic Canada, In: The Open Classroom -
Distance Learning In and Out of Schools, Jo Bradley (ed) London and
Sterling, VA., Kogan Page, 149-157.
[16] Stevens, K.J. and Stewart, D (2005) Cybercells - Learning in Actual and
Virtual Groups, Melbourne, Thomson-Dunmore Press.
[17] Verduin J. R. and Clark T.A (1991) Distance Education The
Foundations of Effective Practice, San Francisco, Josey-Bass.
[1] Stefansdottir, L. (1993). The Icelandic Educational Network - Ismennt,
In: Davies, G. and Samways, B. (eds) Teleteaching - Proceedings of the
IFIP TC3 Third Teleteaching Conference, Amsterdam, Elsevier Science
Publishers, pp: 829-835.
[2] Tella S (1995) Virtual School in a Networking Learning Environment,
Helsinki, University of Helsinki, Department of Teacher Education.
[3] Stevens, K.J. (2003a) Open Learning to Sustain Rural Schools: The
Replication of a Three-Stage Model, New Zealand Annual Review of
Education - Te Arotake a Tau o te ao o te Matauranga i Aotearoa, No
12, pp:173-186.
[4] Stevens, KJ (1995a) Geographic Isolation and Technological Change: A
New Vision of Teaching and Learning in Rural Schools in New Zealand,
The Journal of Distance Learning Vol. 1, No. 1.
[5] Stevens KJ (1995b) The Technological Challenge to the Notion of
Rurality in New Zealand Education Repositioning the Small School, In:
Ian Livingstone (ed) New Zealand Annual Review of Education No 5,
pp: 93 -102.
[6] Stevens, K (1999) Telecommunications Technologies, E-learning and
the Development of Virtual Classes for Rural New Zealanders Open
Praxis Vol. 1, pp: 12 - 14.
[7] Government of Newfoundland and Labrador (2000) Supporting
Learning: Report on the Ministerial Panel on Educational Delivery in
the Classroom, St John-s, NL, Department of Education.
[8] Cavanaugh, C, (2001) The Effectiveness of Interactive Distance
Education Technologies in K-12 Learning: A Meta-Analysis,
International Journal of Educational Telecommunications, 7, (1), 73-88.
[9] Hobbs V. M and Christianson J.S (1997) Virtual Classrooms, Basel,
Switzerland & Lancaster, Pennsylvannia, Technomic Publishing.
[10] Lowther, D., Ross, S. & Morrison, G. (2003). When Each Has One: The
Influences on Teaching Strategies and Student Achievement of Using
Laptops in the Classroom, Educational Technology Research and
Development 51 (3), 23-44.
[11] Mathiasen, H. (2004). Expectations of Technology: When the Intensive
Application of IT in Teaching Becomes a Possibility, Journal of
Research on Technology in Education, 36, (3), 273-294.
[12] Collis B (1996). Tele-learning in a Digital World - The Future of
Distance Learning, London and Boston, Thompson Computer Press.
[13] Ertl, H. and Plante, J. (2004). Connectivity and Learning in Canada-s
Schools, Ottawa, Statistics Canada, Government of Canada.
[14] Hawkes, M. and Halverson, P. (2002). Technology Facilitation in the
Rural School: An Analysis of Options, Journal of Research in Rural
Education, 17 (3), 162-170.
[15] Stevens, K.J. (2003b) E-Learning and the Development of Open Classes
for Rural Students in Atlantic Canada, In: The Open Classroom -
Distance Learning In and Out of Schools, Jo Bradley (ed) London and
Sterling, VA., Kogan Page, 149-157.
[16] Stevens, K.J. and Stewart, D (2005) Cybercells - Learning in Actual and
Virtual Groups, Melbourne, Thomson-Dunmore Press.
[17] Verduin J. R. and Clark T.A (1991) Distance Education The
Foundations of Effective Practice, San Francisco, Josey-Bass.
@article{"International Journal of Business, Human and Social Sciences:52852", author = "Ken Stevens", title = "Collaborative Professional Education for e-Teaching in Networked Schools", abstract = "Networked schools have become a feature of
education systems in countries that seek to provide learning
opportunities in schools located beyond major centres of population.
The internet and e-learning have facilitated the development of
virtual educational structures that complement traditional schools,
encouraging collaborative teaching and learning to proceed. In rural
New Zealand and in the Atlantic Canadian province of
Newfoundland and Labrador, e-learning is able to provide new ways
of organizing teaching, learning and the management of educational
opportunities. However, the future of e-teaching and e-learning in
networked schools depends on the development of professional
education programs that prepare teachers for collaborative teaching
and learning environments in which both virtual and traditional face
to face instruction co-exist.", keywords = "Advanced Placement, Cybercells, Extranet, Intranet.", volume = "2", number = "2", pages = "61-5", }
