(E)Research, (e)learning, (e)teaching in (e)ntrapment

In this paper I reflect on three research projects emerging from my on online learning and teaching.<br /><br />The data used in this paper is current and the media is low-tech and accessible. This paper is not about the hardware and software of technology. Rather, it is about a teacher educator's struggle to try to make sense of online pedagogy at a time when academics seem to be constantly exhorted to take their courses online. This paper draws on data from the following projects: <br /><br />1. My involvement in the development and teaching of the 'Education Studies Major Online Project'. I have been teaching undergraduate students doing their first year education studies program with the option of: <br /> <br />•  Not attending university-based lectures or tutorials and doing all their work online; <br />•  Attending face-to-face lectures and tutorials, and <br />•  A mixture of face-to-face and online.<br /><br />2. The Research in Computers in Education (RICE) group which started in 1995.<br /><br />3. The Good Learning on the World Wide Web (GLOW) Project with a secondary college in which undergraduate teacher education students tutor year 9/10 students from the college.<br /><br />4. Two Masters in Education units with particular reference to the compulsory online discussion component.<br /><br />5. The Faculty Research Group project entitled 'The social and pedagogical implications of new learning technologies for learners and teachers'.<br />