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Teachers Roles’ and Professional Learning in Communities of Practice Supported by Technology in Schools
Article

, The University of Melbourne, Australia

Journal of Technology and Teacher Education Volume 14, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

** Invited as a paper from ED-MEDIA 2004 ** 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 leadership and organization and statewide technology infrastructures and funding.

Citation

Hartnell-Young, E. (2006). Teachers Roles’ and Professional Learning in Communities of Practice Supported by Technology in Schools. Journal of Technology and Teacher Education, 14(3), 461-480. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved May 17, 2022 from .

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