Reconceptualising Teacher Learning in a Digital Context

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Butler, D. (2004). Reconceptualising Teacher Learning in a Digital Context. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 2004-2009). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/14732.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
  Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Deirdre Butler, St. Patrick's College of Education, Dublin City University, Ireland

Abstract

This paper describes a longitudinal study of teacher empowerment through Constructionist learning about cybernetic technologies and learning about learning. It looks beyond how teachers engage with technology, to how teachers' use of technology as they work alongside their students, allows them to redefine learning their own understandings of learning. As a result they engaged with their personal epistemologies and changed their ways of working with children in the classroom. Focusing on the multifaceted structure of the learning situation (the social, cognitive, affective structure) this study demonstrates what is necessary to support teachers in becoming self-determined learners and 'critical' judges of digital technologies, in order to determine what being digital can mean for learning. This has the potential to change educational strategies on personal, community and national scales.

Keywords

• Teachers
• Social Studies
• Educational Technology

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