Navigating 21st Century multimodal textual environments: a case study of digital literacy

In the 21st century young people live and learn in a technological world that is fast paced and in a constant state of change. As technology becomes more and more accessible outside of the classroom,educators are challenged to re-consider the literacy skills required to be successfully literate. Enacting literacy teaching and learning in and for the 21st century requires teachers to update their pedagogicalknowledge, skills and contextual understanding of the world children live and learn in. This chapter offers a brief overview of the Australian Curriculum, locating it within a 21st century learning discourse.The authors interpret and analyse one young student’s creation of a digital text in a movie modality. Attention is paid to how the case study teacher created meaningful digital literacy learning experiences and opportunities for children to create and interact in social, multimodal textual environments, both within and beyond the school.

Pre-service teachers’ perceptions of the support, challenges and opportunities associated with teaching out-of-field

While pre-service teacher (PST) education programs prepare teachers for certain specialisations, the reality is that many secondary teachers will be expected to teach out-of-field, especially in Australia. Do universities have a role to play in preparing teachers for out-of-field teaching? At the very least, they should aim to produce adaptable, well-informed, capable teachers. This project uses case study methodology to examine teacher educator and PST perceptions relating to the role that universities play in preparing teachers for a reality that is likely to include out-of-field teaching. This paper focuses on PST perceptions of the associated expected support, challenges and opportunities. A small PST survey sample and PST interviews have shown that there is general positivity towards this practice, around the opportunities that can emerge, and an expectation of support accessibility; but diversity surrounds the challenges, suggesting a variation in respondents’ capacity to cope with the challenges that might emerge. Implications for teacher education are discussed.

Composing, performing, and reflecting: teaching and learning in higher education

This case study adds to a growing body of literature that focuses on preparing generalist teachers in music education for the primary classroom. As part of my wider research on “Pre-service teacher attitudes and understandings of Music Education,” this paper situates itself within the Bachelor of Education (Primary) teacher education course at a university in Melbourne (Australia). Drawing on student questionnaire data, observation notes, and anecdotal feedback gathered in May 2015, I discuss student understandings and perceptions of music teaching and learning in a core unit (Primary Arts Education: Music Focused Study). This paper highlights the opportunity and challenges of music composition and performance as a group assessment task. The findings show that student confidence and competence improved through the creative music process. It can be argued that music teaching and learning in a pre-service teacher context is most effective when composition, performance, listening, and reflection are interconnected. Follow up research need to be undertaken in relation to how students use songs and group work to foster creativity in their future classrooms. Limitations of the study are acknowledged and generalizations cannot be made to other pre-service teacher courses in Australia

Anytime and anywhere: a case study for blended learning

Using live streaming with blended learning helps engage off- and on campus students in real time and enhances the off-campus experience by incorporating synchronous activities in addition to the usual asynchronous interactions. Research into the effective use of blended learning frameworks offers opportunities to create course experiences that are personal, relevant, and engaging. Challenges include integrating appropriate technology and managing it effectively throughout the course. Results from practical experiments will likely guide future learning and teaching endeavors using technology for inclusive, interactive, and collaborative learning for on- and off-campus students.

How does the act of writing impact on discursively mediated professional identities? A case study of three teachers

This paper explores the effects participation as writers has on the identities teachers take on when they are both writers who teach and teachers who write. This paper focuses on three interview participants and explores their encounters as writers as they engaged in the ‘risky’ business of being writers, within and beyond school. A narrative inquiry methodology is used to interrogate the data about the teachers’ lived experience of being writers while also being teachers of writing. ‘Participant narratives’ are used to present the data and to explore the impact being a writer has on participants’ discursively mediated identities.