Reconceptualising Teacher Learning in a Digital Context
Save to My Collections
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.
Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
More Information on SITE
Table of Contents
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.
- Educating Teachers for the Knowledge Society: Social Media, Authentic Learning and Communities of Practice
- What would John Dewey Do: Programmatic design for developing TPACK for 21st Century Learning
- Teachers’ Views on Factors Affecting Effective Integration of Information Technology in the Classroom: Developmental Scenery
- Student-Teacher Interaction on Facebook: What Students Find Appropriate
- Mathematics Teachers Developing Technology, Pedagogy and Content Knowledge (TPACK)
- An Elaborated Model of the TPACK Framework
- Mathematics Teacher TPACK Standards and Development Model
- Guiding Inservice Mathematics Teachers in Developing TPCK (Technology pedagogical content knowledge)
- Teachers’ assessment of TPACK: Where are we and what is needed?
- Web 2.0 learning environments in vocational education: a study on the use of collaborative online tools in the Statistics module
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.