
Teacher professional development and course work using asynchronous online environments seems promising, yet little is known about how mathematics teacher educators (MTEs) develop practices for such spaces. Research has shown that views of learning impact design of online learning spaces, enabling and constraining particular student action. More remains to be examined about the steps being taken to make sense of MTEs’ practices to support learning. In this paper, facets of MTEs' struggle to design an asynchronous online environment and enact a practice aligned with a view of learning are explored.
Featured category: 21st century skills
NMC Horizon Report > 2018 Higher Education Edition
Australian Educational Technologies Trends (AETT) report
Over 100 leading Australian and international educators and experts concerned with Australian education contributed to this report on how Educational Technologies and the computing curriculum is currently being implemented in Australian schools, and the changes that may occur in the near future (5 years).
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OECD report examines how students access to and use ICT
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