Valuable unintended learning outcomes when practicum for student teachers in kindergartens is carried out online
This article presents a study of an educational experiment conducted at the early childhood education programme at UiT, the Arctic University of Norway. As COVID-19 made social distancing an issue, the traditional practicum in kindergartens was moved to online platforms. Constructive alignment was u...
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Online Access: | https://hdl.handle.net/10037/25451 https://doi.org/10.1007/s10639-022-11135-z |
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ftunivtroemsoe:oai:munin.uit.no:10037/25451 2023-05-15T18:49:26+02:00 Valuable unintended learning outcomes when practicum for student teachers in kindergartens is carried out online Madsen, Siri Sollied Habbestad, Helge Borch, Iris 2022-06-10 https://hdl.handle.net/10037/25451 https://doi.org/10.1007/s10639-022-11135-z eng eng Springer Education and Information Technologies : Official Journal of the IFIP technical committee on Education Madsen, Habbestad, Borch. Valuable unintended learning outcomes when practicum for student teachers in kindergartens is carried out online. Education and Information Technologies : Official Journal of the IFIP technical committee on Education. 2022 FRIDAID 2030937 doi:10.1007/s10639-022-11135-z 1360-2357 1573-7608 https://hdl.handle.net/10037/25451 openAccess Copyright 2022 The Author(s) Journal article Tidsskriftartikkel Peer reviewed publishedVersion 2022 ftunivtroemsoe https://doi.org/10.1007/s10639-022-11135-z 2022-06-15T22:58:57Z This article presents a study of an educational experiment conducted at the early childhood education programme at UiT, the Arctic University of Norway. As COVID-19 made social distancing an issue, the traditional practicum in kindergartens was moved to online platforms. Constructive alignment was used as an analytical framework to investigate the possibilities and limitations of student teachers’ learning outcomes in a collaborative online learning activity. Overall, 8 out of 9 practicum teachers found the online practicum form a better alternative than supplying the student teacher with a written assignment, and 72.7% of the student teachers agreed or somewhat agreed with facilitating learning outcomes from the online practicum regardless of social distancing. The need for professional digital competence is central, as digital technology is not simply part of pedagogical practices but is becoming an integrated part of communicating and collaborating with colleagues and parents. This study broadens the understanding of how collaborative online learning can facilitate unintended valuable learning outcomes and critically debates the limitations related to emphasising a too-strong focus on intended learning outcomes as a premise for constructive alignment in education. Article in Journal/Newspaper Arctic University of Norway UiT The Arctic University of Norway University of Tromsø: Munin Open Research Archive Arctic Norway Education and Information Technologies |
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Open Polar |
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University of Tromsø: Munin Open Research Archive |
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ftunivtroemsoe |
language |
English |
description |
This article presents a study of an educational experiment conducted at the early childhood education programme at UiT, the Arctic University of Norway. As COVID-19 made social distancing an issue, the traditional practicum in kindergartens was moved to online platforms. Constructive alignment was used as an analytical framework to investigate the possibilities and limitations of student teachers’ learning outcomes in a collaborative online learning activity. Overall, 8 out of 9 practicum teachers found the online practicum form a better alternative than supplying the student teacher with a written assignment, and 72.7% of the student teachers agreed or somewhat agreed with facilitating learning outcomes from the online practicum regardless of social distancing. The need for professional digital competence is central, as digital technology is not simply part of pedagogical practices but is becoming an integrated part of communicating and collaborating with colleagues and parents. This study broadens the understanding of how collaborative online learning can facilitate unintended valuable learning outcomes and critically debates the limitations related to emphasising a too-strong focus on intended learning outcomes as a premise for constructive alignment in education. |
format |
Article in Journal/Newspaper |
author |
Madsen, Siri Sollied Habbestad, Helge Borch, Iris |
spellingShingle |
Madsen, Siri Sollied Habbestad, Helge Borch, Iris Valuable unintended learning outcomes when practicum for student teachers in kindergartens is carried out online |
author_facet |
Madsen, Siri Sollied Habbestad, Helge Borch, Iris |
author_sort |
Madsen, Siri Sollied |
title |
Valuable unintended learning outcomes when practicum for student teachers in kindergartens is carried out online |
title_short |
Valuable unintended learning outcomes when practicum for student teachers in kindergartens is carried out online |
title_full |
Valuable unintended learning outcomes when practicum for student teachers in kindergartens is carried out online |
title_fullStr |
Valuable unintended learning outcomes when practicum for student teachers in kindergartens is carried out online |
title_full_unstemmed |
Valuable unintended learning outcomes when practicum for student teachers in kindergartens is carried out online |
title_sort |
valuable unintended learning outcomes when practicum for student teachers in kindergartens is carried out online |
publisher |
Springer |
publishDate |
2022 |
url |
https://hdl.handle.net/10037/25451 https://doi.org/10.1007/s10639-022-11135-z |
geographic |
Arctic Norway |
geographic_facet |
Arctic Norway |
genre |
Arctic University of Norway UiT The Arctic University of Norway |
genre_facet |
Arctic University of Norway UiT The Arctic University of Norway |
op_relation |
Education and Information Technologies : Official Journal of the IFIP technical committee on Education Madsen, Habbestad, Borch. Valuable unintended learning outcomes when practicum for student teachers in kindergartens is carried out online. Education and Information Technologies : Official Journal of the IFIP technical committee on Education. 2022 FRIDAID 2030937 doi:10.1007/s10639-022-11135-z 1360-2357 1573-7608 https://hdl.handle.net/10037/25451 |
op_rights |
openAccess Copyright 2022 The Author(s) |
op_doi |
https://doi.org/10.1007/s10639-022-11135-z |
container_title |
Education and Information Technologies |
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1766243021934821376 |