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Envisioning New Technologies in Teacher Practice ─ Moving Forward, Circling Back Using a Teacher Action Research Approach
- 系列名：New Literacies and Digital Epistemologies Series
- ISBN13：9781433108068
- 替代書名：Envisioning New Technologies in Teacher Practice
- 出版社：Peter Lang Pub Inc
- 作者：Teresa Strong-wilson; Amy L. Cole; Dawn Rouse; Dina Tsoulos; Penny Bonneville (CON)
- 裝訂／頁數：平裝／251頁
- 規格：22.2cm*14.6cm*1.3cm (高/寬/厚)
- 出版日：2012/02/15
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Strong-Wilson (education, McGill U., Canada), along with other professional educators and education students, examines the changes that occur when teachers learn to teach with new technologies. They explore how six elementary and secondary teachers who participated in Learning with Laptops/Changing Literacies, Changing Formations (a professional development initiative offered at a school board in Montreal) integrated new technologies from 2006 to 2008, how they responded to changing literacies and learned new practices, and how they created new teacher identities. They address how change requires meaningful opportunities for professional development, that teacher capacity is built over time, and that schools need to look for innovative ways to ensure that the impact of this learning and change will be sustained. They include discussion of using teacher action research, its results in their study, and how the teachers created a different self through digital storytelling. Annotation Ac2012 Book News, Inc., Portland, OR (booknews.com)
作者簡介
Teresa Strong-Wilson is Associate Professor in the Faculty of Education at McGill University, Canada; research fellow in McGill’s Institute for the Public Life of Arts and Ideas (Memory and Echo, 2009-2012); and co-editor of the McGill Journal of Education. She is the author of Bringing Memory Forward: Storied Remembrance in Social Justice Education with Teachers (Lang, 2008) and co-editor of Memory and Pedagogy (Mitchell et al., 2011).
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