Abstract: Quality education is undoubtedly a global concern, tied closely to preoccupations with economic and social development. Increasingly, the adoption and effective use of current technology tools are being recognized as visible signs of that qualit y. Scholars are providing increasing evidence of the kinds of empowered teacher identities that will adopt the effective use of technology tools in teaching. Less is being discussed about how technology can support the processes needed to mediate such ide ntities. The context of Teacher Education is a strategic place to begin to initiate such processes. Our aim in this article is twofold: 1) to describe two recent examples of innovative, technology … supported mentoring processes that were conducted in t he context of an EFL Teacher Education program in Chile; 2) to revisit the findings in light of new evidence from participants who have moved on in their careers and in the framework of recent scholarship on the responsibilities that Teacher Education pl ays in their development. The first 16‑month study examined the influences of a guided reading program involving e‑readers on the identities and literacy skills of pre‑service teachers. The second was a student‑conceived study to determine the influence o f upper year students peer mentoring, made available partly through a social media site (SMS), on the identities and investment in learning of 12 first‑year students in the pedagogy program. Initial evidence from ethnographic tools indicated in both st udies that the participants were struggling with confidence and doubting themselves as knowledgeable, effective future teachers … not indicative of quality teaching. Positive signs at the end of both studies and more recent reports from participants sugge st that the mentoring had longitudinal benefits for some, although not uniformly. The potential of apprenticeship and mentoring in a technology‑ supported environment requires rethinking of Teacher Education mandates if we are to empower emerging teacher s to be quality teachers. 

Abstract: The research project has developed a design framework for an adaptive MOOC that complements the MOOC format with blended learning. The design framework consists of a design model and a series of learning design principles which can be used to d esign in‑service courses for teacher professional development. The framework has been evaluated by alpha‑testing and beta‑testing, and the relationship between design principles and the intended, the implemented and the attained designs has been analyzed. The project is methodologically inspired by Design Based Research. 

Abstract: This article describes a small‑scale study that explored the relationship between the pedagogical practices characterised as openŽ and the existing model of undergraduate teaching and learning at a large research‑intensive university (RIU). T he aim was to determine the factors that might enable (conversely impede) the greater uptake of open educational resources (OER) in universities of this type. The research was informed by two theoretical frameworks. The first was derived from the lite rature on open educational practice and served as the basis for an interview schedule. The second was derived from the literature on RIUs and provided a structure for reflecting on the data in three areas of activity: pedagogy, outreach and governance. Th e researchers conducted semi‑structured interviews with 14 academics, selected either for their involvement in open practices or for the recognition they had received for excellence in their teaching. The interview schedule was derived from a literature s urvey focusing on open pedagogic models. Topics discussed with interviewees included the flatteningŽ of the teacher‑student relationship, students assumption of responsibility for their own learning, learning as (or in) a community and the possible in fluence of open practices in research on teaching. Findings suggest that open educational approaches can be accommodated in a universitys prevailing pedagogic model without compromising its integrity. However, openness can enhance the specifics of that p edagogy; for example, through aligning research‑informed teaching with emergent open practices in research and equipping students with the skills necessary for living and working in an open world. There is a closer alignment between releasing OER and an R IUs strategic mission for outreach. Nevertheless, the spread of open practices in both pedagogy and outreach hinges on issues of governance, which in RIUs is characterised by considerable emphasis on the autonomy of individual academics. 

Abstract: Student's emotional aspects are often discussed in order to promote better learning activity in blended learning courses. To observe these factors, course participant's self efficacy and reflections upon their studies were surveyed, in addition to the surveying of the metrics of student's characteristics during a Bachelor level credit course. Regarding the causal relationships between these factors, the contributions of the factors of self efficacy and other characteristics were evaluated. The c ontents of notes students took during the course were lexically evaluated to determine whether this activity promoted reflection. Four indices of note‑taking activities were extracted from the lexical analysis. Correlation analysis was conducted, and acco rding to the provisional results of the correlation analysis between the four indices of note‑taking and student's characteristics of their own degree of self efficacy, there were some significant relationships between note‑taking indices and some of the self assessment indices, such as word rates in notes and the degree of out of course study, and between the content coverage of notes taken and self understanding. 

Abstract: This paper reports on the first two years of a Bring Your Own Device (BYOD) initiative in a New Zealand secondary school, using data derived from a series of surveys of teachers, parents and students, who are the main stakeholders in the trans formation to a BYOD school. In this paper we analyse data gathered from these surveys, which consists primarily of qualitative data from free text questions, but also includes some quantitative data from structured questions, giving insights into the chal lenges faced by teachers, students and parents in moving to a BYOD classroom, and the potential benefits for teaching and learning, and preparing students for a digital world. We frame our analysis from a sociocultural perspective that takes account of st ructures, agency and cultural practices and the interactions between these domains. Thematic analysis was performed by considering these domains from the responses of the three stakeholder groups. We found that there were some tensions in these domain rel ationships, with contexts and practices having to be renegotiated as the BYOD classroom and the structures within which it operates have evolved. On the surface, it appears that many of the changes to cultural practice are substitution or augmentation of previous activities, for example using one‑to‑one devices for researching and presenting material. However, when we look deeper, it is evident that apparently straightforward adoption of digital media is having a more profound impact on structure and agen cy within the classroom. While the structural impact of digital infrastructures does raise some concerns from all stakeholders, it is clear that it is the curricular structure that is the most contentious area of debate, given its impact on both agency an d cultural practice. While the majority of respondents reported positive changes in classroom management and learning, there were nevertheless some concerns about the radical nature of the change to BYOD, though very rarely from teachers. If there is an a rea where agency may be most problematic, it i