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Distributed-Learning Communities as a Model for Educating Teachers
PROCEEDINGS

, Harvard University, United States

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), Chesapeake, VA

Abstract

Research documents the power of face-to-face learning communities based on a culture in which everyone collaboratively works towards collective understanding. Emerging interactive media such as wireless handhelds and multi-user virtual environments can create new types of distributed-learning communities for students and for teachers that span school, home, and community settings. Current examples of distributed-learning communities include a national mix of kids using mediated interactions to create an online encyclopedia about Harry Potters fictional world, or groups of mentor and novice teachers virtually sharing ideas about effective instruction. This talk will discuss the challenges and opportunities of using emerging technologies to create distributed-learning communities that bridge distance and time to aid the preparation, induction, and professional development of teachers.

Citation

Dede, C. (2004). Distributed-Learning Communities as a Model for Educating Teachers. 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. 3-12). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 26, 2019 from .

Keywords

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References

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These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

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Cited By

  1. Editorial: Networked Knowledge: Challenges for Teacher Education

    Peter R Albion, University of Southern Queensland, Australia; Cleborne Maddux, University of Nevada, Reno, United States

    Journal of Technology and Teacher Education Vol. 15, No. 3 (July 2007) pp. 303–310

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