[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-597396-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-597396-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","redefining-classroom-boundaries-learning-to-teach-using-new-technologies","Redefining Classroom Boundaries - Learning To Teach Using New Technologies","","Longitudinal research examines how Teaching and Learning Observatory (TLO) sites in the UK evolve to strengthen pre- and in-service teacher education. The study investigates how technological innovation can redefine classroom boundaries by connecting remote schools with a university education department via video conferencing and interactive internet tools. After two years, the TLO network supports interaction across learners, student teachers, mentors, teacher educators, and researchers. A focused example highlights student teacher subject knowledge enhancement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/redefining-classroom-boundaries-learning-to-teach-using-new-technologies/597396/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/redefining-classroom-boundaries-learning-to-teach-using-new-technologies/597396.png","ImageObject",300,407,{"name":42,"@type":43},"Blue Pony","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the Teaching and Learning Observatory (TLO) and how was it used in the study?","Question",{"text":63,"@type":64},"The TLO is a network of teaching and learning sites linking remote schools with a university education department. It supports teacher education by enabling shared observation and discussion through video conferencing and interactive internet technology.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the TLO technology help redefine classroom boundaries?",{"text":68,"@type":64},"It connects schools and the university without physical presence, enabling negotiated interaction and collaborative sharing. Two-way access requires mutual consent, supporting ethical collaboration while keeping classroom activities intact.",{"name":70,"@type":61,"acceptedAnswer":71},"What kinds of interactive facilities were used in the pilot sites?",{"text":72,"@type":64},"Each site used large interactive wall screens: one for video streaming with pan/zoom conferencing, and another for synchronous interactive whiteboard sharing. “Hot tables” with desktop microphones supported switching between whole-class and small-group participation.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597396,1792928245,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":108,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Redefining Classroom Boundaries: Learning To Teach Using New Technologies  \nby Do Coyle, University of Nottingham  \nAbstract  \nThis article reports on a longitudinal study that plots the development of a network of Teaching and Learning Observatory (TLO) sites in the United Kingdom. The TLO sites were used to enhance pre-and in-service teacher education. The research explores how classroom boundaries could be redefined through a technological innovation such as the TLO. The TLO linked a network of relatively remote schools with a university education department through video conferencing and interactive internet technology. Two years on, the TLO network emerged as an powerful tool for binding together school learners, student teachers, teachers, mentors, teacher educators and researchers. The technology facilitated interaction in a range of contexts in dynamic learning communities. The potential is illustrated in this article by a research study of student teacher subject knowledge enhancement resulting from use ofthe TLO.  \nThe context  \nThe original idea for the Teaching and Learning Observatory (TLO) grew from a pragmatic need for student teachers of modern languages and immersion/bilingual education (Geography, History and Science to be taught through the medium of French/German) . These students needed a greater variety of school-based experiences not readily accessible in the immediate locality of the University of Nottingham. In the United Kingdom, the pre-service post-graduate certificate in education programme (PGCE)—the primary form of teacher training—has a statutory requirement for trainees to spend 24 weeks engaged in school-based work and 12 weeks at university during a 36-week training course.  \nHowever, even as the main national teacher training institution for Russian, Japanese and bilingual teaching, our local partnership of schools was not in a position to offer school-based training in all of these specialised areas. In addition, as teacher educators, we wanted our student teachers to observe and participate in classroom practice focussing on challenging issues related to their own subject specialism. We wanted, for example, for students learn how to communicate effectively with learners using the target language, while at the same time dealing with more general issues of teaching, such as classroom management and learner progression. As the partnership between schools and university strengthened, so too had the notion of developing a means to share experiences and observations which would allow mentors, student teachers and teacher educators to collectively discuss, analyse and deconstruct observed practice, without having to ‘disrupt’ lessons by a physical presence and spend time travelling great distances to do this. It soon became clear that information and communication technology (ICT) might provide the means to develop a deeper sharing and collaborative approach to teacher training. ICT, we felt, would not only bridge but ‘fuse’ the school-based and the university-based elements of the PGCE programme, whilst at the same time involving student teachers in developing their ICT skills for authentic purposes.  \nThe ideal opportunity presented itself through the Training Schools Initiative, set up by the national Department of Education & Science (DfES) in September 2000. This provided the university and a beacon comprehensive school near London, with an ideal platform from which to launch the first two remote sites within the TLO network.  \nA Training School will demonstrate and develop excellent practice across the portfolio of training, including initial teacher training (ITT) and the continuing training of teachers in schools. It will, in partnership with ITT providers and other schools:  \n• Try out new approaches to training and developing teachers;  \n• Carry out and use teacher research; and  \n• Will share and disseminate good practice more widely  \n([www.standards.dfes.gov.uk/trainingschools](www.s","cbCaijzkYct3l7Ki","https://ap.wps.com/l/cbCaijzkYct3l7Ki","pdf",76186,16,"English","# The context\n## Training Schools Initiative and the TLO pilot setup\n## ICT role in collaboration and shared practice\n# The vision\n## Building a learning community","[{\"question\":\"What is the Teaching and Learning Observatory (TLO) and how was it used in the study?\",\"answer\":\"The TLO is a network of teaching and learning sites linking remote schools with a university education department. It supports teacher education by enabling shared observation and discussion through video conferencing and interactive internet technology.\"},{\"question\":\"How does the TLO technology help redefine classroom boundaries?\",\"answer\":\"It connects schools and the university without physical presence, enabling negotiated interaction and collaborative sharing. Two-way access requires mutual consent, supporting ethical collaboration while keeping classroom activities intact.\"},{\"question\":\"What kinds of interactive facilities were used in the pilot sites?\",\"answer\":\"Each site used large interactive wall screens: one for video streaming with pan/zoom conferencing, and another for synchronous interactive whiteboard sharing. “Hot tables” with desktop microphones supported switching between whole-class and small-group participation.\"}]","Redefining Classroom Boundaries - Learning To Teach Using New Technologies | PDF",1792084933]