title: Building Connections: Professional online presence and learning networks.

authors: Forbes, Dianne Leslie

abstract: The focus of this paper is on social media in teacher education in relation to the use of social media for building a professional online presence and learning network. This paper relates experience and insights drawn from my own work as a teacher educator experimenting with social media, and presents a discussion of tertiary teaching practice, ethnographic research in progress and innovation in action. In the context of teacher education, the question posed is: How might social media support professional learning? Recent reports suggest that social media is used in teacher education for sharing content, discussing and collaborating. There are, however, challenges and risks with social media in an academic context. These are explored, along with implications for student learning, professional expectations, policy, research and practice in teacher education. Specific practical illustrations are provided, drawing upon work across several blended teacher education programmes in New Zealand, relating experiences when starting out with social media, integrating coursework challenges for student teachers, and considering feedback and future planning. Finally, issues and challenges are summed up, highlighting attitudes, learning orientations and safety.

text: Building Connections: Professional online presence and learning networks. The focus of this paper is on social media in teacher education in relation to the use of social media for building a professional online presence and learning network. This paper relates experience and insights drawn from my own work as a teacher educator experimenting with social media, and presents a discussion of tertiary teaching practice, ethnographic research in progress and innovation in action. In the context of teacher education, the question posed is: How might social media support professional learning? Recent reports suggest that social media is used in teacher education for sharing content, discussing and collaborating. There are, however, challenges and risks with social media in an academic context. These are explored, along with implications for student learning, professional expectations, policy, research and practice in teacher education. Specific practical illustrations are provided, drawing upon work across several blended teacher education programmes in New Zealand, relating experiences when starting out with social media, integrating coursework challenges for student teachers, and considering feedback and future planning. Finally, issues and challenges are summed up, highlighting attitudes, learning orientations and safety.

year: 2015

title: Conventionalism in Izydora Dąmbska (1904-1983)

authors: Ulatowski, Joseph W.

subjects: conventionalism

abstract: An overview of Izydora Dąmbska's views on conventionalism.

text: Conventionalism in Izydora Dąmbska (1904-1983) An overview of Izydora Dąmbska's views on conventionalism.

year: 2024

title: Learning in later life: a bicultural perspective from Aotearoa/New Zealand

authors: Findsen, Brian

abstract: This article is concerned with how learning in later life has been constructed and practised by the two most numerous ethnic groups in Aotearoa/New Zealand, Pākėhā (Europeans) and Māori (Indigenous people). It is argued that learning is heavily influenced by historic features of interaction between these two groups; Pākehā as the dominant cultural and economic group and Māori as subordinate. While contemporary perspectives are necessarily interpreted in the light of historical trends and events, fresh interpretations of what constitutes biculturalism in this country allow for more nuanced understanding of possibilities for and obstacles to older adult learning/education. Themes from lifelong learning are analysed with special reference to older people’s learning, the consequences of Māori sovereignty on pedagogy and trends identified for older adult education. Two linked case studies of Pākehā and Māori older adult education in a New Zealand university are described to illustrate complexities and tensions in provision in a bicultural context.

text: Learning in later life: a bicultural perspective from Aotearoa/New Zealand This article is concerned with how learning in later life has been constructed and practised by the two most numerous ethnic groups in Aotearoa/New Zealand, Pākėhā (Europeans) and Māori (Indigenous people). It is argued that learning is heavily influenced by historic features of interaction between these two groups; Pākehā as the dominant cultural and economic group and Māori as subordinate. While contemporary perspectives are necessarily interpreted in the light of historical trends and events, fresh interpretations of what constitutes biculturalism in this country allow for more nuanced understanding of possibilities for and obstacles to older adult learning/education. Themes from lifelong learning are analysed with special reference to older people’s learning, the consequences of Māori sovereignty on pedagogy and trends identified for older adult education. Two linked case studies of Pākehā and Māori older adult education in a New Zealand university are described to illustrate complexities and tensions in provision in a bicultural context.

year: 2016