Discourses in conflict: The relationship between Gen Y pre-service teachers, digital technologies and lifelong learning

Abstract

This paper analyses Gen Y pre-service primary school teachers' conceptualisations of lifelong learning. It is situated within a context of improving the provision and delivery of pre-service teacher education. This paper argues that Gen Y's understanding of lifelong learning has been influenced by their engagements with digital technologies and that while they may have appropriated the Discourse of change in this context, it does not necessarily indicate an overall capacity for change agency. This is a concern for programs of teacher education whose mission, arguably, is to prepare future activist teaching professionals. This paper argues that higher education and teacher education programs of study need to consider the relationship between Gen Y, lifelong learning and change agency when aligning pedagogy and curriculum with the new generation of students.

Challenging mobile learning discourse through research: Student perceptions of Blackboard Mobile Learn and iPads

“…Generational learner discourse has been critiqued (Kinash, 2011). Donnison (2009) summarised the criticisms as "populist approach, their propensity to describe a generation in universalising or essentialist terms and their tendency to make claims not founded on scholarship or rigorous research" (p. 337). Wang, Wiesemes and Gibbons (2012) interpreted their own research as indicating that dividing learners into digital natives and digital immigrants is not helpful.…”

Examination of Preservice Teachers’ Lifelong Learning Trends by Online Information Searching Strategies

“…Strategies to increase the LLL trends of teacher candidates are considered important in teacher training programs (Coolahan, 2002;Cornu, 2006). Studies that emphasize the importance of lifelong learning tendencies of teachers and preservice teachers (Fenwick, 2001;Ho & Yip2003;Law, Lee ve Yen, 2009;Donnison, 2009;Arsal, 2011;Meerah, Lian, Osman, Zakaria, Iksan ve Soh , 2011;Biesta, 2012;Finsterwald, Wagner, Schober, Lüftenegger ve Spiel 2013;Garipağaoğlu, 2013;Çelebi ve diğerleri, 2014;Klug, Krause, Schober, Finsterwald ve Spiel, 2014;Akyol, 2016;Cetin, & Cetin, 2017;Jones, & McLean, 2018;Khabeishvili, 2018;Yilmaz, 2018), and the importance of having teacher and www.mojet.net preservice teachers' OISS (Tsai, & Tsai, 2003;Lenell, 2006;Hwang, Tsai, Tsai & Tseng, 2008;Laverty, Reed & Lee, 2008;Tsai, Tsai, & Hwang, 2011;Leu, McVerry, O'Byrne, Kiili, Zawilinski, Everett-Cacopardo, ... & Forzani, 2011;Sırakaya & Çakır, 2014;Çevik, 2015;Turan, Reisoğlu, Özçelik & Göktaş, 2015;Yılmaz & Çakmak, 2016;Tarunasena, Rusman, & Darmawan, 2018;Gökçearslan, & Bayır, 2018) are available in the literature.…”

Practicum as Nexus: Using student voice to improve digital pedagogy within ITE

“…ITE has focused on preparing the stereotype of the 'digital native' to participate, shape, and lead digital pedagogy (Donnison, 2009;Zhou, Zhang, & Li, 2011). However, the literature now shows the majority of STs do not fit or identify with this definition (Corrin, Bennett, & Lockyer, 2010, White & Le Cornu, 2011.…”