Teacher transformation with eLearning experiences

A case for addressing personal practical theories in academic development

Abstract

Academic development of staff capacity for the use of technology in their practice may be transformative towards new pedagogies if their training extends beyond skill and capacity with specific technologies to address underlying beliefs of learning and teaching with technology. This paper proposes that focussing on teacher personal practical theories may be a way to enable transformation in teacher practice for realising the potential of quality integration of technologies in teaching and learning. The principle will be explored in an upcoming research study of moments in teacher experience in a flexible learning initiative which created change to their personal practical theories. In this paper, the principle is discussed briefly and the impetus for the study illustrated with samples from two experiences in attempting to integrate teaching with technology.