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dc.contributor.authorPrestridge, Sarahen_US
dc.contributor.editorDr Geoff Romeoen_US
dc.date.accessioned2017-04-24T09:18:26Z
dc.date.available2017-04-24T09:18:26Z
dc.date.issued2007en_US
dc.date.modified2008-05-02T02:46:55Z
dc.identifier.issn08169020en_US
dc.identifier.urihttp://hdl.handle.net/10072/18172
dc.description.abstractThis article contributes to conceptualising pedagogy that has been transformed by information and communications technologies (ICT). The push for pedagogical change is evident in Australian education policy documentation as well as literature about the characteristics of our existing student population and future educational trends. This article is situated within a current state education reformation process in Queensland Australia, which is requiring all teachers to engage with the transforming possibilities of ICT. The Department of Education, Training and the Arts (DETA) Smart Classroom Professional Development Framework (2007b) requires teachers to move from 'integrating' ICT in learning to making ICT 'integral' to learning. An examination of this ICT professional development framework and the implications this has for pedagogy and models of ICT professional development are presented.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherACCEen_US
dc.publisher.placeVictoria Australiaen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom3en_US
dc.relation.ispartofpageto9en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalAustalian Educational Computingen_US
dc.relation.ispartofvolume22en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode330399en_US
dc.titleEngaging with the transforming possibilities of ICT: a discussion paperen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2007
gro.hasfulltextNo Full Text


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