標題: Titlebook: Digital Technology, Schools and Teachers‘ Workplace Learning; Policy, Practice and Michael Phillips Book 2016 The Editor(s) (if applicable) [打印本頁] 作者: Goiter 時間: 2025-3-21 19:45
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書目名稱Digital Technology, Schools and Teachers‘ Workplace Learning網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Digital Technology, Schools and Teachers‘ Workplace Learning被引頻次
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書目名稱Digital Technology, Schools and Teachers‘ Workplace Learning讀者反饋學(xué)科排名
作者: 圓柱 時間: 2025-3-21 21:46
2753-0744 prehensive overview of the interplay between policy, practice and identity in school workplaces. It explores how digital technologies have become an integral element of the politics and socially negotiated practices of school workplaces as school campuses are now awash with digital hardware and grow作者: synovitis 時間: 2025-3-22 00:59
GOLEM — Two Adaptive Systems Communicatehts the complexity of this framework but concludes, through a review of other workplace learning literature, that communities of practice is a suitable lens through which the context of in-service teachers’ TPACK can be explored.作者: staging 時間: 2025-3-22 08:38 作者: 淡紫色花 時間: 2025-3-22 08:42
Book 2016ement of the politics and socially negotiated practices of school workplaces as school campuses are now awash with digital hardware and growing amounts of school work is carried out on a ‘virtual‘ basis.?.作者: 纖細 時間: 2025-3-22 14:59
2753-0744 ntegral element of the politics and socially negotiated practices of school workplaces as school campuses are now awash with digital hardware and growing amounts of school work is carried out on a ‘virtual‘ basis.?.978-1-137-52462-1Series ISSN 2753-0744 Series E-ISSN 2753-0752 作者: 纖細 時間: 2025-3-22 20:17
https://doi.org/10.1007/978-3-642-69762-3classrooms. Providing new elaborations to both the TPACK and communities of practice theoretical frames, this chapter concludes with evidence that processes of identity development and practice constitute aspects of context in which an individual enacts their TPACK in a communities of practice.作者: 朋黨派系 時間: 2025-3-22 21:29 作者: 整體 時間: 2025-3-23 02:18 作者: Peak-Bone-Mass 時間: 2025-3-23 07:02
Studying a School and Its Teachers,ematics Teachers’ Communities of Practice and the Science Teachers Communities of Practice, will be presented as it is in these two contexts that the cases involving the four central participants in this investigation are situated.作者: condemn 時間: 2025-3-23 13:01
https://doi.org/10.1057/978-1-137-52462-1Community of Practice; TPACK; Teaching; Group learning; Identity development作者: CLAY 時間: 2025-3-23 15:39 作者: 品嘗你的人 時間: 2025-3-23 18:20 作者: Atheroma 時間: 2025-3-23 22:17
Self-Organization and Clinical Psychologyed over the past 30 years. Most commentators have tended to approach digital technology in unrealistic terms—either as having the potential to completely transform schools for the better or herald their imminent demise. This chapter examines these polarised ways of thinking, highlighting a failure t作者: Confidential 時間: 2025-3-24 03:55 作者: 混合 時間: 2025-3-24 09:38 作者: obsolete 時間: 2025-3-24 12:01
https://doi.org/10.1007/978-3-642-69762-3f four teachers in an Australian secondary school setting. In particular, this chapter uses the knowledge and context frameworks outlined in Chap. . to examine the interplay between policy, micro-politics and digital practices in classroom settings..Considering the situated nature of teachers’ workp作者: foreign 時間: 2025-3-24 17:26
Hans Ulrich,Gilbert J. B. Probsters of school communities. While there are a number of examples in which communities are effectively marshalled by a leader, there are many more cases in which the process of leadership is fraught with challenge. This chapter takes a critical perspective on the language often used to describe the pr作者: motivate 時間: 2025-3-24 20:22 作者: mercenary 時間: 2025-3-25 02:19 作者: Palatial 時間: 2025-3-25 03:18
Digital Education and Learninghttp://image.papertrans.cn/d/image/279774.jpg作者: 兩棲動物 時間: 2025-3-25 11:23 作者: 承認 時間: 2025-3-25 15:17 作者: 東西 時間: 2025-3-25 18:02 作者: 群島 時間: 2025-3-25 21:10
The Complexity of Community: The Influence of Old, New and Liminal Members in a Team,f four teachers in an Australian secondary school setting. In particular, this chapter uses the knowledge and context frameworks outlined in Chap. . to examine the interplay between policy, micro-politics and digital practices in classroom settings..Considering the situated nature of teachers’ workp作者: PAEAN 時間: 2025-3-26 01:08 作者: 顛簸下上 時間: 2025-3-26 06:18
,Dispelling the Myth of Teachers’ Consensual and Coherent Use of Technology: Discussion, Deliberatioassroom practice. Unlike many ‘state–of-the-art’ examples evident in research and public discourse which suggest the consensual and inevitable acceptance of ‘ubiquitous’ educational technologies, this chapter explores the tensions that can and do occur when negotiating technology use. Drawing on emp作者: 精確 時間: 2025-3-26 10:55
Teachers and Technology: Looking Forward,llenged by six propositions regarding the influence of communities of practice on in-service teachers’ TPACK enactment: (1) processes of identity development and practice constitute aspects of context in which an individual enacts their TPACK; (2) membership of a communities of practice is more comp作者: 敵手 時間: 2025-3-26 16:07
Contextualising the Use of Digital Technologies,re pivotal in examining educational technology policy and practice. Through the introduction of technological, pedagogical and content knowledge (TPACK) framework, the reader is provided with a theoretical lens through which the notions of knowledge and context can be critically explored.作者: oncologist 時間: 2025-3-26 19:44 作者: 入會 時間: 2025-3-26 21:18 作者: 微不足道 時間: 2025-3-27 01:06
Teachers and Technology: Looking Forward,fessionals’ perceptions of power and authority—(5) a communities of practice can have multiple, simultaneous and context-specific joint enterprises which can challenge the relationships between the forms of knowledge underpinning TPACK enactment, and (6) mutual engagement reveals TPACK as knowledge 作者: 牛馬之尿 時間: 2025-3-27 05:56 作者: 可用 時間: 2025-3-27 11:38
Self-Organization and Clinical Psychologyre pivotal in examining educational technology policy and practice. Through the introduction of technological, pedagogical and content knowledge (TPACK) framework, the reader is provided with a theoretical lens through which the notions of knowledge and context can be critically explored.作者: 逗留 時間: 2025-3-27 14:17 作者: 關(guān)心 時間: 2025-3-27 18:37 作者: ELATE 時間: 2025-3-27 23:04
Free Agents in a Cellular Spacefessionals’ perceptions of power and authority—(5) a communities of practice can have multiple, simultaneous and context-specific joint enterprises which can challenge the relationships between the forms of knowledge underpinning TPACK enactment, and (6) mutual engagement reveals TPACK as knowledge 作者: 字形刻痕 時間: 2025-3-28 05:09
