Full Description
Internationally, there is a growing body of research about learners' responses to, and uses of, emerging technologies. However, the adoption of these technologies in teachers' professional development is still largely under-researched. Much of the existing literature still positions teachers as playing 'catch-up' in terms of using technology for teaching and learning in an ever expanding and changing world, and ignores the roles that these emerging technologies can play in teacher, and teacher educator, development and learning.
This book aims to address the lack of research in the area, and it contributes to the new knowledge area of how emerging technologies can effectively address professional learning, drawing on case studies and perspectives from across the world. Contributors use a wide variety of approaches to analyse the potential for emerging (and established) technologies, including digital, Web2.0, social media, and IT tools, to develop 'effective' or 'deep' professional learning for pre- and in-service teachers and teacher educators. This book was originally published as a special issue of Professional Development in Education.
Contents
Introduction - Using emerging technologies to develop professional learning 1. Second look - second think: a fresh look at video to support dialogic feedback in peer coaching 2. The 'trainer in your pocket': mobile phones within a teacher continuing professional development program in Bangladesh 3. Professional learning to support elementary teachers' use of the iPod Touch in the classroom 4. Research capacity-building with new technologies within new communities of practice: reflections on the first year of the Teacher Education Research Network 5. Pushing the envelope on what is known about professional development: the virtual school experience 6. Framing pre-service teachers' professional learning using Web2.0 tools: positioning pre-service teachers as agents of cultural and technological change 7. National models for continuing professional development: the challenges of twenty-first-century knowledge management
