Utilising Positioning Theory to Better Enable Academic's Understanding of Digital Learning Affordances for Teacher Education

Abstract

This paper reports on the significant elements of the digital learning journey currently being undertaken by a team of university-based science educators. The key outcomes for this current project are to better enable academics to incorporate digital learning into existing teaching and learning programs, and to develop a model that might be useful to other institutional settings. It reports on the initial impetus for the project’s structure, based on the strategies in the e-Pioneers program implemented at Nottingham University (Coyle, Sharples, et. al. 2010). An Australian federally funded grant, Teaching Teachers for the Future, enabled a formal project to be instigated at the Melbourne G..