Author: Rodrigues Susan
Publisher: Routledge Ltd
ISSN: 1475-939X
Source: Technology, Pedagogy and Education, Vol.15, Iss.2, 2006-07, pp. : 175-189
Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.
Abstract
This article describes a well‐funded and well‐equipped model of teacher professional development that encouraged the promotion of information‐rich learning environments for learning science. A community of practice using face‐to‐face and electronic communication encouraged learning, and generated and ensured pedagogical change and innovation. The community of teachers, educators and scientists developed resource materials involving various technologies that were used by the teachers with their classes. Data collected through teacher surveys, online dialogue, interviews, pupil work, teacher ‘show and tell' and limited classroom observation suggest that technology integration in primary science lessons was governed by six key elements: relevance, recognition, resource, reflection, readiness and risk.
Related content
European Journal of Engineering Education, Vol. 32, Iss. 2, 2007-05 ,pp. :
By McGregor Debra Gunter Barry
European Journal of Teacher Education, Vol. 29, Iss. 1, 2006-02 ,pp. :