The sociality and spatiality of online pedagogy and collaborative learning in an educational media and technologies course

Widespread social change and the emergence of online information technologies are transforming the curricula and learning cultures of the higher education sector. This paper presents a case study of one course in a preservice teacher education program that attempts to model in its pedagogy the relationship between information technology, teaching and collaborative learning that is taught in its content. The content is a blend of media, cultural, computer and technology studies that draws upon and extends the technological literacies and knowledges that prospective teachers bring to their studies, and will subsequently take to their teaching practice. Analyses of data from a range of sources confirm that the design and delivery of the course generates a new sociality and spatiality for learning that is both independent and interdependent.