Cacciattolo, Marcelle, Davies, Merryn and Eckersley, Bill (2008) Project Partnerships: The Role of Technology in Building Innovative Practicum Experiences. International Journal of the Humanities, 6 (4). pp. 117-126. ISSN 1447-9508

Abstract

Teacher education programs rely heavily on the involvement of edticational settings to enrich the learning of preservice teachers. Models of practice are diverse across tertiary institutions laying the foundations for cultural and structural interpretations of what counts for good teaching practice. This paper highlights one preservice teacher ediication program that is currently offered at Kctoria Universily, Melbotirne Atistralia. What distinguishes this model of practice, os opposed to others, is that it seek to support and underpin learner responsive practices through the use of digittolpedagogies. Technological~vri ch learning environments are shown to provide teachers, school students, pre-service teachers and university colleagues with resources that allow them to access new learning paradigms. A case study documents the experiences of preservice teachers in engaging with themes such as: literacy and information comrntinication technoIogies, the social role of technologv, access to digital resources and bridging the digital divide. The case highlights opportunities provided b.v such pwects for preservice teachers to construct an enquiry- based approach to the practicum experience.

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