Teachers Roles’ and Professional Learning in Communities of Practice Supported by Technology in Schools

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Hartnell-Young, E. (2006). Teachers Roles’ and Professional Learning in Communities of Practice Supported by Technology in Schools. Journal of Technology and Teacher Education, 14(3), 461-480. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/5927.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 14, Issue 3, July 2006
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Author

Elizabeth Hartnell-Young, The University of Melbourne, Australia

Abstract

** Invited as a paper from ED-MEDIA 2004 ** This article explores four roles of teachers in classrooms using computers, from the perspective of communities of practice (Wenger, 1998). It reports on an indepth study undertaken in 12 schools, and shows that teachers appropriated technology in a range of ways to help them create classroom communities that build knowledge. Some also acted as brokers to cross classroom and school boundaries, engaging in professional learning through curriculum projects with other teachers and their students as new communities of practice formed. However, while such projects were initiated and driven by individuals and groups of teachers, their success required support through school leadership and organization and statewide technology infrastructures and funding.

Keywords

• Educational Technology
• Professional Development

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