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

Autor/in	Hartnell-Young, Elizabeth
Titel	Teachers' Roles and Professional Learning in Communities of Practice Supported by Technology in Schools
Quelle	In: Journal of Technology and Teacher Education, 14 (2006) 3, S.461-480 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Teacher Role; Teacher Attitudes; Professional Development; Technology Integration; Educational Technology; Computer Assisted Instruction; Classroom Techniques + Suchen Sie Ihr Suchwort? Lehrerrolle; Lehrerverhalten; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Klassenführung
Abstract	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. (Author).
Anmerkungen	Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10