This article explores four core themes, which represent endemic challenges to sustaining teachers’ learning communities (LCs): 1) defining and fostering teacher agency, 2) determining purposes for teacher collaboration, 3) tracking the challenges to and impact on district culture, and 4) identifying enabling and constraining institutional and policy conditions. The author uncovers conflicts that frequently emerge when efforts at enhancing the professional autonomy, authority, and responsibility of teachers conflict with hierarchical and bureaucratic district and school cultures.
This Handbook of Emerging Technologies for Learning (HETL) has been designed as a resource for educators planning to incorporate technologies in their teaching and learning activities.
HETL has been developed for a workshop delivered to Athabasca University faculty and reflects several years work with Peter at the Learning Technologies Centre at University of Manitoba.
This workbook also supports and leads into the Certificate in Emerging Technologies for Learning Certificate in Emerging Technologies for Learning offered by University of Manitoba’s Learning Technologies Centre and Extended Education.George Siemens
new research projects have produced assessments that reflect what cognitive research tells us about how people learn, providing an opportunity to greatly strengthen the quality of instruction in the nation's classrooms.
Project New Media Literacies (NML), a research initiative based within MIT's Comparative Media Studies program, explores how we might best equip young people with the social skills and cultural competencies required to become full participants in an emergent media landscape and raise public understanding about what it means to be literate in a globally interconnected, multicultural world.
In this study, we aimed to develop a framework that could be used to describe the value of the learning portfolio for the learning process of individual student teachers. Seven functions of the learning portfolio in the student teachers’ learning process emerged from the data. It was possible to distinguish between product and process functions: with product functions, the production of a portfolio was seen as working on a tangible end product; with process functions, it was the interplay between reflecting on the learning process and the learning process itself that was the key.
we must develop a participative pedagogy, assisted by digital media and networked publics, that focuses on catalyzing, inspiring, nourishing, facilitating, and guiding literacies essential to individual and collective life in the 21st century. Literacies are where the human brain, human sociality and communication technologies meet.
Emerging technologies for learning: volume 3 (2008),
Emerging technologies for learning: volume 2 (2007): article summaries\n
What does it mean to be 'educated' and 'digitally literate'? The impact of ICT and the knowledge society upon education in the 21st century.
Connectivism combines important elements of many different learning theories, social structures, and of new communication technologies while having been designed to give birth to new ways of learning in the digital age.