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Reconceptualising Teacher Learning in a Digital Context
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, St. Patrick's College of Education, Dublin City University, Ireland

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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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.

Citation

Butler, D. (2004). Reconceptualising Teacher Learning in a Digital Context. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 2004-2009). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 6, 2021 from .

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References

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