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Volumn 11, Issue 3-4, 2006, Pages 283-291

Changing contexts: Teacher professional development and ICT pedagogy

Author keywords

Digital technology; Innovation; Networks; Secondary education; Teacher identity

Indexed keywords


EID: 33750991087     PISSN: 13602357     EISSN: 15737608     Source Type: Journal    
DOI: 10.1007/s10639-006-9013-5     Document Type: Conference Paper
Times cited : (14)

References (15)
  • 2
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    • Turning schools into learning organisations
    • Coppieters, P. (2005). Turning schools into learning organisations. European Journal of Teacher Education, 28(2), 129-139.
    • (2005) European Journal of Teacher Education , vol.28 , Issue.2 , pp. 129-139
    • Coppieters, P.1
  • 6
    • 27644464228 scopus 로고    scopus 로고
    • The sustainability of innovative schools as learning organisations and professional learning communities during standardized reform
    • Giles, C., & Hargreaves, A. (2006). The sustainability of innovative schools as learning organisations and professional learning communities during standardized reform. Educational Administration Quarterly, 42(1), 124-156.
    • (2006) Educational Administration Quarterly , vol.42 , Issue.1 , pp. 124-156
    • Giles, C.1    Hargreaves, A.2
  • 8
    • 21944439759 scopus 로고    scopus 로고
    • Panopticism, play and the resistance of surveillance: Case studies of the observation of student Internet use in UK schools
    • Hope, A. (2005). Panopticism, play and the resistance of surveillance: Case studies of the observation of student Internet use in UK schools. British Journal of Sociology of Education, 26(3), 359-373.
    • (2005) British Journal of Sociology of Education , vol.26 , Issue.3 , pp. 359-373
    • Hope, A.1
  • 9
    • 10844278651 scopus 로고    scopus 로고
    • Teaching and learning with ICT: New technology, new pedagogy?
    • John, P. (2004). Teaching and learning with ICT: New technology, new pedagogy? Education, Communication & Information, 4(1), 101-107.
    • (2004) Education, Communication & Information , vol.4 , Issue.1 , pp. 101-107
    • John, P.1
  • 10
    • 24044499099 scopus 로고    scopus 로고
    • The challenge of digital epistemologies
    • Lankshear, C. (2003). The challenge of digital epistemologies. Education, Communication & Information, 3 (2), 167-187.
    • (2003) Education, Communication & Information , vol.3 , Issue.2 , pp. 167-187
    • Lankshear, C.1
  • 11
    • 33746024357 scopus 로고    scopus 로고
    • Learning transformation with technology: A question of sociocultural contexts
    • Pearson, M. & Somekh, B. (2006) Learning transformation with technology: A question of sociocultural contexts. International Journal of Qualitative Studies in Education, 19(4), 519-539.
    • (2006) International Journal of Qualitative Studies in Education , vol.19 , Issue.4 , pp. 519-539
    • Pearson, M.1    Somekh, B.2
  • 12
    • 0041029268 scopus 로고    scopus 로고
    • Learning from difference: Considerations for schools as communities
    • Shields, C. M. (2000). Learning from difference: Considerations for schools as communities. Curriculum Inquiry, 30(3), 275-294.
    • (2000) Curriculum Inquiry , vol.30 , Issue.3 , pp. 275-294
    • Shields, C.M.1
  • 13
    • 31844454891 scopus 로고    scopus 로고
    • The choreography of accountability
    • Taylor Webb, P. (2006). The choreography of accountability. Journal of Education Policy, 21(2), 201-214.
    • (2006) Journal of Education Policy , vol.21 , Issue.2 , pp. 201-214
    • Taylor Webb, P.1
  • 14
    • 85010500381 scopus 로고    scopus 로고
    • Models of information technology teacher professional development that engage with teachers' hearts and minds
    • Watson, G. (2002). Models of information technology teacher professional development that engage with teachers' hearts and minds. Journal of Information Technology for Teacher Education, 10(1).
    • (2002) Journal of Information Technology for Teacher Education , vol.10 , Issue.1
    • Watson, G.1


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