You are here:

Simple and Effective - Teacher Roles Remain a Powerful Framework to Embed ICT Within the Practice of Teaching
PROCEEDINGS

, Faculty of Education, University of Wollongong, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Teacher roles of learner, manager, designer and researcher provide a simple framework to embed ICT within the practice of teaching. They have been used to convey the impact of information and communication technology within compulsory ICT subjects in the Faculty of Education at the University of Wollongong for five years. The roles have been adapted to suit students studying ICT on campus without simultaneous classroom access (Example A), to frame ICT on practicum (Example B), and to structure video vignettes of local teachers working with ICT (Example C). Each examples is explored in relation to the sequence or clustering of roles, their dependence on context, their relationship to an electronic portfolio, and the degree of support required. These fundamental roles facilitate communication among pre-service teachers, new graduates and experienced colleagues to enable professional development for all teachers.

Citation

Brown, C. (2002). Simple and Effective - Teacher Roles Remain a Powerful Framework to Embed ICT Within the Practice of Teaching. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 1252-1256). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 18, 2019 from .

Keywords

View References & Citations Map

References

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. Learning Through Multimedia Construction—A Complex Strategy

    Christine Brown, University of Wollongong, Australia

    Journal of Educational Multimedia and Hypermedia Vol. 16, No. 2 (April 2007) pp. 93–124

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.