ERIC Number: ED531004
Record Type: Non-Journal
Publication Date: 2012
Reference Count: 0
Envisioning New Technologies in Teacher Practice: Moving Forward, Circling Back Using a Teacher Action Research Approach. New Literacies and Digital Epistemologies. Volume 47
Strong-Wilson, Teresa, Ed.
Peter Lang New York
How do classroom teachers envision new technologies within their practice? In the conversation on incorporating new technologies into classrooms, teachers are often sidelined. "Envisioning New Technologies in Teacher Practice" looks at the complex ways in which teachers move forward to embrace change as well as how they circle back, continually revising their practices while subtly resisting change. In addition to examining how teacher identities change over time, the book also reveals how they can be changed. Co-authored by a university research team--four teachers, a principal and LWL's pedagogical leader--the book discusses the professional development model that emerged and foregrounds how a teacher action research component contributed to teachers'--and students'--learning. Contents include: (1) Teachers, Change and New Technologies (Teresa Strong-Wilson); (2) Turning Points in the Professional Development. Model and Methodology (Teresa Strong-Wilson and Bob Thomas); (3) New Wine in Old Bottles? Remediation, Teacher as Bricoleur, and the Story of Antaeus (Teresa Strong-Wilson and Dawn Rouse); (4) A Room of One's Own: Exploring the Relationship of Teacher Research to Integration of New Technologies (Teresa Strong-Wilson and Amy L. Cole); (5) Conversation, Blogging and Teacher as Researcher: Building Collegiality and the Project's Social Memory (Teresa Strong-Wilson and Amy L. Cole); (6) The Teachers' Case Studies (Teresa Strong-Wilson and Amy L. Cole); (7) Sea Changes: Digital Storytelling, Turning Points, and Teacher Agency (Teresa Strong-Wilson, Dina Tsoulos, and Dawn Rouse); and (8) Postscript: Keeping the Lights On (Bob Thomas, Bonnie Mitchell, Manuela Pasinato, Kelly Ryan, Marie-Claude Tetrault, Penny Bonneville, and Teresa Strong-Wilson).
Descriptors: Action Research, Collegiality, Teacher Researchers, Teaching Methods, Educational Technology, Technology Integration, Inservice Teacher Education, Models, Web Sites, Electronic Publishing, Case Studies, Program Descriptions, Story Telling, Educational Change, Resistance to Change
Peter Lang New York. 29 Broadway 18th Floor, New York, NY 10006. Tel: 800-770-5264; Tel: 212-647-7706; Fax: 212-647-7707; e-mail: firstname.lastname@example.org; Web site: http://www.peterlang.com
Publication Type: Books; Collected Works - General
Education Level: Adult Education; Elementary Secondary Education; Postsecondary Education
Authoring Institution: N/A