Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 4 of 4
Full-Text Articles in Education
Teachers’ Roles And Professional Learning In Communities Of Practice Supported By Technology In Schools, Elizabeth Hartnell-Young
Teachers’ Roles And Professional Learning In Communities Of Practice Supported By Technology In Schools, Elizabeth Hartnell-Young
Dr Elizabeth Hartnell-Young
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 …
Innovation In Practice : From Consumption To Creation, Elizabeth Hartnell-Young
Innovation In Practice : From Consumption To Creation, Elizabeth Hartnell-Young
Dr Elizabeth Hartnell-Young
This paper focuses on three aspects of innovation: its purpose of supporting lifelong learning during and after schooling, the ways that information and communications technology (ICT) supports learning and knowledge creation, and digital portfolios as an example of learning and innovation. Digital portfolios, containers of multimedia forms of evidence of activities, achievements and reflections, are just one way in which technology can support lifelong learning and the creation and sharing of knowledge.
Towards Knowledge Building : Reflecting On Teachers' Roles And Professional Learning In Communities Of Practice, Elizabeth Hartnell-Young
Towards Knowledge Building : Reflecting On Teachers' Roles And Professional Learning In Communities Of Practice, Elizabeth Hartnell-Young
Dr Elizabeth Hartnell-Young
This study was undertaken in conjunction with the Successful Integration of Learning Technologies (SILT) Project in Victorian state schools, and its purpose was to identify the forms of teachers' professional practice that enhance knowledge building, in order to inform teacher development policy and pre-service education. Knowledge building is based on a constructivist approach to learning and teaching, and this, in conjunction with the spread of learning technologies, is said to have greatly changed the role of the teacher in the classroom: from the expert dispensing knowledge to the facilitator of student learning. Using an ethnographic approach based particularly on observation …
School Focused Professional Development And The Interaction Of Teachers, Elizabeth Hartnell-Young
School Focused Professional Development And The Interaction Of Teachers, Elizabeth Hartnell-Young
Dr Elizabeth Hartnell-Young
This study is concerned with school focused professional development in Fairhills High School. Data from teachers in the school has been analysed in order to provide a basis for planning a professional development program in the light of government initiatives. In particular, the study analyses the communication patterns within the school in an attempt to ascertain the extent of collaboration which occurs between teachers, and the factors which influence professional interaction. Recommendations for professional development at Fairhills High School are based on discussion of the data. In addition, the study suggests implications for all schools. The results reported in this …