The potential of cyberspace, the virtual world, the web, to map out new spaces for dwelling in communities is well developed, reflecting just one of the perceived benefits of the Internet for online education generally and, in particular, for teacher education. Teacher education programmes can provide, through the enhanced opportunities for synchronous and asynchronous connections between students from diverse backgrounds and contexts, an invigorated sense of critical community. Such potential for community can underpin a philosophy of difference in a paradigm of multicultural teacher education. The development of collaborative learning networks aligns closely with the notions of quality teaching, and the professional teacher, underpinned by themes of constructivism and reflective practice.

This paper describes how online video conferencing sessions offered through the Internet can promote college students’ construction of knowledge. Our goal in writing this paper is to explain the processes involved in utilizing a Technology-Enhanced Teaching method from three different points of view: an instructor, student, and presenter. Multiple perspectives of those involved in the sessions can contribute to better understanding of Technology-Enhanced Teaching methods and serve as a source of information for others who are interested in offering online video conferencing sessions.

In support of international research defining ‘quality’ in online teaching through the development of benchmarks, standards or guidelines, this paper discusses how five principles that underpin the New Zealand e-Learning guidelines could inform and support institutions and teachers in the development of a quality online curriculum. Emphasis is given to what the five principles could mean for tertiary educators and institutions along with some educational implications for learners.

I am from Japan. I came to New Zealand in April 2004 to study English and early childhood education. I studied in a language school for the first 10 months and then applied for my current school, New Zealand Tertiary College, to focus on studying early childhood education. I began studying as a college-based student, with day-time, face-to-face classes. After the first semester, I changed my course to the distance learning program, and since then I have been working in an early childhood centre as a reliever as part of my diploma program.

Throughout the last decade, the numbers of Chinese immigrant and Chinese international student teachers engaged in studying Early Childhood Teacher Education distance learning courses have increased. These student teachers should have the required knowledge and skills to teach in New Zealand, and may need new cultural knowledge that is specific to the local education system. Furthermore, it is assumed that they will have sound technology skills and possess good study ethics.

Satomi Izumi-Taylor, Dorothy J. Sluss, Sandra Brown Turner, Julie Whittaker, Begoña Gros, Juan Silva, Melanie Wong