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    Moving from the past into the future with new spaces and new pedagogies

    Howse, Jo; Tolmie, Emma

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    Howse, J. (2017).pdf (662.0Kb)
    Date
    2017-10
    Citation:
    Howse, J., Tolmie, E. (2017, October). Moving from the Past into the Future with New Spaces and New Pedagogies. Paper presented at ACEL 2017 National Conference, Sydney Australia.
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/4204
    Abstract
    An exciting new development in New Zealand primary schools is that new teaching spaces have been designed to enhance the use of personalised learning and digital technology. School leaders would be interested in hearing how three Auckland primary schools responded to the challenges of implementing new pedagogical practices in new futuristic spaces. The qualitative study being reported showed there was much enthusiasm in embracing the innovative and collaborative approaches that were essential to personalise the learning journey for children. It also revealed that the way personalised learning was interpreted varied across the schools. All schools were making progress but a very different rates. Leaders, teachers and parents in this study faced both success and challenges in moving forward but remained strongly committed to effective implementation efforts. [Presented by Jo Howse].
    Keywords:
    Auckland, New Zealand, primary schools, collaborative practice, personalized learning (PL), independent learners
    ANZSRC Field of Research:
    130105 Primary Education (excl. Māori)
    Copyright Holder:
    Authors
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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    • Education Conference Papers [254]

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