Riding the seismic waves: Re-blending teacher education in response to changing demands

Type of content
Conference Contributions - Published
Publisher's DOI/URI
Thesis discipline
Degree name
University of Canterbury. School of Literacies and Arts in Education
University of Canterbury. School of Sciences and Physical Education
Journal Title
Journal ISSN
Volume Title
Mackey, J.
Breeze, D.
Buckley, P.
Dabner, N.
Gilmore, F.

Blended learning plays an important role in many tertiary institutions but little has been written about the implementation of blended learning in times of adversity, natural disaster or crisis. This paper describes how, in the wake of the 22 February Canterbury earthquake, five teacher educators responded to crisis-driven changing demands and changing directions. Our narratives describe how blended learning provided students in initial teacher education programmes with some certainty and continuity during a time of civil emergency. The professional learning generated from our experiences provides valuable insights for designing and preparing for blended learning in times of crisis, as well as developing resilient blended learning programmes for the future.

Editors: G. Williams, P. Statham, N. Brown & B. Cleland ISBN Proceedings USB: 978-1-86295-644-5 published by the University of Tasmania
Mackey, J., Breeze, D., Buckley, P., Dabner, N., Gilmore, F. (2011) Riding the seismic waves: Re-blending teacher education in response to changing demands. Hobart, Australia: ASCILITE (Australian Society for Computers in Learning in Tertiary Education) Conference 2011, 4-7 Dec 2011. Changing demands, changing directions, proceedings of the ASCILITE 2011 Conference.
blended learning, disaster planning, teacher education
Ngā upoko tukutuku/Māori subject headings
ANZSRC fields of research
Field of Research::13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators