Teachers as Designers in Computer-Supported Communities of Practice
ARTICLE
Elizabeth Hartnell-Young
IEJFLL Volume 10, Number 3, ISSN 1206-9620
Abstract
School classes can be conceptualized as bounded communities of practice made up of teachers and students working together to build knowledge. Teachers make design decisions about physical and virtual spaces supported by information and communications technologies, and about curriculum. Design influences how students go about their work, and their learning outcomes, but its processes are rarely observed. This paper, based on observations and conversations in schools, explores how teachers engage in designing learning environments. It argues that while most teachers display leadership in design decisions for their classes, they should build on this experience to influence policy and become more involved in designing beyond the classroom walls. (Contains 4 figures.)
Citation
Hartnell-Young, E. (2006). Teachers as Designers in Computer-Supported Communities of Practice. International Electronic Journal for Leadership in Learning, 10(3),. Retrieved March 19, 2024 from https://www.learntechlib.org/p/65969/.
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
- Classroom Design
- Classroom Observation Techniques
- communities of practice
- Computer Uses in Education
- curriculum design
- Design Preferences
- EDUCATIONAL ENVIRONMENT
- Foreign Countries
- instructional design
- Instructional Development
- Instructional Leadership
- Program Design
- School Space
- Space Utilization
- Teacher Role