Teacher development through computer-supported knowledge building: Experience from Hong Kong and Canadian teachers

Teaching Education

Volumn 17, Issue 1, 2006, Pages 7-26

  Chan, Carol K K ^a   van Aalst, Jan ^b  

^a UNIVERSITY OF HONG KONG   (Hong Kong)

^b SIMON FRASER UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33644856676     PISSN: 10476210     EISSN: 14701286     Source Type: Journal    
DOI: 10.1080/10476210500527907     Document Type: Article

References (43)

1. Barab, S. A. and Barnett, M. and Squire, K. (2002) Developing an empirical account of a community of practice: Characterizing the essential tensions The Journal of the Learning Sciences, 11((4)), pp. 489 - 542.
2. Bereiter, C.(2002) Education and mind in the knowledge age. Mahwah NJ: Lawrence Erlbaum Associates.
3. Bereiter, C. and Scardamalia, M.(1989) Intentional learning as a goal of instruction. In Knowing, learning and instruction: Essays in honor of Robert Glaser. (pp. 361 - 392).Hillsdale NJ: Lawrence Erlbaum Associates.
4. Bereiter, C. and Scardamalia, M.(1993) Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago: Open Court Publishers.
5. Chan, C. K. K. and van Aalst, J.(2004) Learning, assessment, and collaboration in computer-supported environments. In What we know about CSCL and implementing it in higher education. (pp. 87 - 113).Dordrecht: Kluwer Academic Publishers.
6. Chan, C. K. K. and Burtis, P. J. and Scardamalia, M. and Bereiter, C. (1992) Constructive activity in learning from text American Educational Research Journal, 29((1)), pp. 97 - 118.
7. (2001) New teacher education for the future: International perspectives. The Hong Kong Institute for Studies in Education and Kluwer Academic Publishers.
8. Chitpin, S. and Evers, C. (2005) Teacher professional development as knowledge building: A Popperian analysis Teachers and Teaching: Theory and Practice, 11((4)), pp. 419 - 433.
9. Cochran-Smith, M. and Lytle, S. L.(1999) Relationships of knowledge and practice: Teacher learning in communities. In Review of research in education. (pp. 249 - 305).Washington DC: American Educational Research Association.
10. Curriculum Development Council.(2000) Learning to learn: The way forward in curriculum development. Hong Kong Special Administrative Region of The People's Republic of China.
11. Curriculum Development Council and the Hong Kong Examination and Assessment Authority.(2004) Proposed core and elective subject frameworks for the new senior secondary curriculum. Hong Kong Special Administrative Region of The People's Republic of China.
12. (2005) Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.
13. Derry, S. J. and Seymour, J. and Steinhkehler, C. and Lee, J. and Siegel, M. A.(2004) From ambitious visions to partially satisfying reality: An evolving socio-technical design supporting community and collaborative learning in teacher education. In Designing for virtual communities in the service of learning. (pp. 256 - 295).Cambridge: Cambridge University Press.
14. (2002) Innovation: Essays by leading Canadian researchers. Toronto: Key Porter Books.
15. Drucker, P.(1993) Post-capitalist society. New York: Harper Business.
16. Elliott, J. and Morris, P.(2001) Education reform, schooling and teacher education in Hong Kong. In New teacher education for the future: International perspectives. (pp. 147 - 165).The Hong Kong Institute for Studies in Education and Kluwer Academic Publishers.
17. Grossman, P. and Wineburg, S. and Woolworth, S. (2001) Towards a theory of teacher community Teacher College Record, 103((6)), pp. 942 - 1012.
18. Hargreaves, A.(2003) Teaching in the knowledge society. New York: Teacher College Press.
19. Ki, W. W. and Tse, S. K. and Lam, H. C. (2003) The introduction of a computerized network to support educational change in Hong Kong Education and Information Technologies, 8((2)), pp. 147 - 164.
20. Laferrière, T. (2001) Improving teacher education in Quebec: A state-of-the-art account Asia-Pacific Journal of Teacher Education and Development, 4((1)), pp. 13 - 35.
21. Laferrière, T. and Lamon, M. and Chan, C. K. K. (2006) Emerging e-trend and models in teacher professional development Teaching Education, 17((1)).
22. Lave, J. and Wenger, E.(1991) Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
23. Lieberman, A. (2000) Networks as learning communities: Shaping the future of teacher development Journal of Teacher Education, 51((3)), pp. 221 - 227.
24. Lee, E. Y. C. and Chan, C. K. K. and van Aalst, J.Students assessing their own collaborative knowledge building International Journal of Computer-Supported Collaborative Learning.
25. Luke, A. and Luke, C. and Mayer, D. (2000) Redesigning teacher education Teaching Education, 11((1)), pp. 5 - 11.
26. Mok, M. C. and Cheng, Y. C.(2001) Teacher self learning in a networked environment. In New teacher education for the future: International perspectives. (pp. 109 - 146).The Hong Kong Institute for Studies in Education and Kluwer Academic Publishers.
27. Pang, M. F. (2006) The use of learning study to enhance teacher professional learning in Hong Kong Teaching Education, 17((1)).
28. Putnam, R. T. and Borko, H. (2000) What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29((1)), pp. 4 - 15.
29. Richardson, V. and Placier, P.(2001) Teacher change. In Handbook of research on teaching (4th ed.). (pp. 905 - 939).Washington DC: American Educational Research Association.
30. Riel, M.(1998) Learning communities through computer networking. In Thinking practices in mathematics and science learning. (pp. 369 - 398). Hillsdale NJ: Lawrence Erlbaum Associates.
31. Riel, M. and Polin, L.(2004) Online learning communities: Common ground and critical differences in designing technical environments. In Designing for virtual communities in the service of learning. (pp. 16 - 50).Cambridge: Cambridge University Press.
32. Scardamalia, M. (2003) The Knowledge Society Network (KSN): Toward an expert society for democratizing knowledge Journal of Distance Education, 17, pp. 63 - 66. (Suppl. 3, Learning Technology Innovation in Canada)
33. Scardamalia, M. and Bereiter, C.(1999) Schools as knowledge-building organizations. In Today's children, tomorrow's society: The development of health and wealth nations. (pp. 274 - 289).New York: Guildford.
34. Scardamalia, M. and Bereiter, C.(2003) Knowledge building. In Encyclopedia of education (2nd ed.). New York: Macmillan Reference USA.
35. Schlager, M. S. and Fusco, J.(2004) Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse?. In Designing for virtual communities in the service of learning. (pp. 120 - 153).Cambridge: Cambridge University Press.
36. Schlechty, P. C.(1997) Inventing better schools: An action plan for educational reforms. San Francisco: Jossey-Bass Publishers.
37. Sfard, A. (1998) On two metaphors for learning and the dangers of choosing just one Educational Researcher, 27((2)), pp. 4 - 13.
38. Shulman, L. S. and Sherin, M. G. (2004) Fostering communities of teachers as learners: Disciplinary perspectives Journal of Curriculum Studies, 36((2)), pp. 135 - 140.
39. Stigler, J. W. and Hiebert, J.(1999) The teaching gap. New York: The Free Press.
40. Tang, C.(1996) Collaborative learning: The latent dimension in Chinese students' learning. In The Chinese learner: Cultural, psychological and contextual influences. (pp. 183 - 204).Comparative Educational Research Centre, The University of Hong Kong and The Australian Council for Educational Research.
41. Tsui, A. B. M. (1996) The participant structures of TeleNex International Journal of Educational Telecommunication, 2((2/3)), pp. 171 - 197.
42. van Aalst, J. and Chan, C. K. K.(2001) Beyond "sitting next to each other": A design experiment on knowledge building in teacher education. In Proceedings of the First European Conference on Computer-Supported Collaborative Learning. Maastricht: The University of Maastricht.
43. Zenios, M. and Banks, F. and Moon, B.(2004) Stimulating professional development through CMC-A case study of networked learning and initial teacher education. In Advances in research on networked learning. (pp. 123 - 152). Dordrecht: Kluwer Academic Publishers.