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The Emergence of teacher-led Communities of Practice Supported by Technology in Schools
PROCEEDINGS

, The University of Melbourne, Australia

EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper explores the four roles of teachers in classrooms using computers, from the perspective of Wenger's theory of communities of practice (Wenger, 1998). It reports on an in-depth study undertaken in schools in Victoria, Australia, and shows that teachers appropriate technology in a range of ways to help them create classroom communities that build knowledge. Some also act as brokers to cross classroom and school boundaries, and learn through curriculum projects with other teachers and their students. However while such projects are initiated and driven by individuals and groups of teachers, they require support through school organisation and state-wide technology infrastructures and funding.

Citation

Hartnell-Young, E. (2004). The Emergence of teacher-led Communities of Practice Supported by Technology in Schools. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3243-3250). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved September 18, 2019 from .

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