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  • Turning Teachers on to Digital Technologies: Acknowledging the Place of Cognitive and Affective Constructs in ICT-Related Professional Learning

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    Blackberry_2013_02Thesis.pdf (22.94Mb)
    Author(s)
    Blackberry, Gina N.
    Primary Supervisor
    Bartlett, Brendan
    Other Supervisors
    Kearney, Judith
    Year published
    2013
    Metadata
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    Abstract
    Information and communication technologies are yet to revolutionise the classroom and transform teaching and learning despite mandates for its inclusion in curricula across the world. Many theories have been advanced for the limited impact ICT has had on teachers, teaching and learning. The efficacy of ICT professional development for teachers looms as prospectively significant in any systematic inquiry concerning teachers' reservations and research indicates that teachers' beliefs and effect might be a good place to start. The purpose of this study was to identify and examine the function of teacher participant's beliefs ...
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    Information and communication technologies are yet to revolutionise the classroom and transform teaching and learning despite mandates for its inclusion in curricula across the world. Many theories have been advanced for the limited impact ICT has had on teachers, teaching and learning. The efficacy of ICT professional development for teachers looms as prospectively significant in any systematic inquiry concerning teachers' reservations and research indicates that teachers' beliefs and effect might be a good place to start. The purpose of this study was to identify and examine the function of teacher participant's beliefs and effect as my co-researchers and I endeavoured to develop our technological, pedagogy and content knowledge (TPACK) (Mishra & Koehler, 2006) and integrate it into our classroom practice. Action research was adopted as the methodology of choice for its capacity to employ a range of methods to address authentic problems and to frame the professional learning component of the inquiry.
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    Thesis Type
    Thesis (PhD Doctorate)
    Degree Program
    Doctor of Philosophy (PhD)
    School
    School of Education and Professional Studies
    DOI
    https://doi.org/10.25904/1912/1485
    Copyright Statement
    The author owns the copyright in this thesis, unless stated otherwise.
    Item Access Status
    Public
    Note
    Figure 1 page 80 and Figure 4 page 98 have not been published in order to comply with copyright.
    Subject
    Technology in education
    Digital technologies
    ICT in professional learning
    Publication URI
    http://hdl.handle.net/10072/365711
    Collection
    • Theses - Higher Degree by Research

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