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By Jan Herrington, A. Herrington, J. Mantei, I. W. Olney, B. Ferry

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Community building on the web. Berkeley, CA: Peachpit Press. , & Cranton, P. (2000). Exploring the Scholarship of Teaching. Journal of Higher Education, 71 (4), 476-495. , & Traxler, J. ). (2005). Mobile learning: A handbook for educators and trainers. Oxon: Routledge. , & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge [UK]; New York: Cambridge University Press,. , & Olney, I. (2007). New technologies, new pedagogies: Using scenarios for staff development with mobile technologies.

The challenge Many teacher education courses offer units or subjects in Information and Communication Technologies (ICTs), in order to prepare neophyte teachers for the 21 st century classroom. It is envisaged that such a classroom is one infused with technology, where students use technologies as cognitive tools to solve problems and create realistic and accomplished products. However, instead of preparing these future teachers to use technologies in creative and innovative ways, teacher education courses often focus on teaching about the technologies themselves, rather than how students can use them as ‘partners in cognition’ (Salomon, 1991), or to learn with, rather than from, technologies.

Online and distance learning: Concepts, methodologies, tools, and applications (pp. 68-76). Hershey PA: Information Science Reference. , & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48. C. (2007). Reframing research on learning with technology: In search of the meaning of cognitive tools. Instructional Science, 35, 207-256. B. (1998). Qualitative research and case study applications in education.

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