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dc.contributor.authorSheffield, Rachel
dc.contributor.authorBlackley, Susan
dc.contributor.authorMoro, P.
dc.date.accessioned2018-05-18T07:56:40Z
dc.date.available2018-05-18T07:56:40Z
dc.date.created2018-05-18T00:22:56Z
dc.date.issued2018
dc.identifier.citationSheffield, R. and Blackley, S. and Moro, P. 2018. A professional learning model supporting teachers to integrate digital technologies. Issues in Educational Research. 28 (2): pp. 487-510.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/66925
dc.description.abstract

© 2018, Western Australian Institute for Educational Research Inc. All rights reserved. Contemporary teachers have an obligation to support and scaffold students’ learning in digital technologies and to do this in authentic contexts. In order for teachers to be successful in this, their own competency in digital technologies needs to be high, and their own 21st century learning skills of communication, collaboration, creativity and problem solving need to be well honed. Teachers are challenged to understand not only the associated digital pedagogical practices and content knowledge, but also to be familiar with how the technology components can be best used to support learning (Ertmer & Ottenbreit-Leftwich, 2013). This paper reports on a 2016 pilot project that incorporated the key components of highly effective teacher professional learning to leverage transformational change: on-site, over-time, through a community of practice and building the confidence and competence of teachers to implement the digital technologies curriculum (Jimoyiannis, 2010; Rodrigues, 2005; Wenger, White & Smith, 2009). This project supported 28 primary and secondary school teachers from regional Western Australia to collaborate through a distributed digital learning network or a guided Professional Learning Network that was called a “cluster� to develop and reflect upon their digital capabilities.

dc.publisherWestern Australian Institute for Educational Research Inc
dc.titleA professional learning model supporting teachers to integrate digital technologies
dc.typeJournal Article
dcterms.source.volume28
dcterms.source.number2
dcterms.source.startPage487
dcterms.source.endPage510
dcterms.source.issn0313-7155
dcterms.source.titleIssues in Educational Research
curtin.departmentSchool of Education
curtin.accessStatusFulltext not available


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