NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1018662
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-2042-7530
A Social Practice Approach to Understanding Teachers' Learning to Use Technology and Digital Literacies in the Classroom
Kalman, Judy; Guerrero, Elsa
E-Learning and Digital Media, v10 n3 p260-275 2013
Current educational policy in Mexico, as in many other parts of the world, leans heavily on teachers to use computers in their classrooms. This article explores under what conditions teachers are willing to learn about and use digital technology in their work. The authors' central premise is that incorporating technology into teaching is a complex process that includes redefining classroom relationships, re-interpreting the curriculum, and expanding the notion of academic literacy beyond written texts. Using a social practice framework, they present data from a collaborative experience between teachers and researchers who share knowledge and know-how about how to use computers for academic purposes and co-participate in the design of academic activities for their classrooms. This article shows that in order for teachers to use digital technology, they need to participate in viable transitional practices that allow them to foray into the new, take risks in a safe environment, and construct new approaches to what counts as academic work, classroom interaction, curriculum and evaluation.
Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/elea
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mexico