Digital Technology, Schools and Teachers' Workplace Learning : Policy, Practice and Identity.

By: Phillips, MichaelMaterial type: TextTextSeries: eBooks on DemandDigital Education and Learning: Publisher: London : Palgrave Macmillan Limited, 2016Copyright date: ©2016Description: 1 online resource (211 pages)Content type: text Media type: computer Carrier type: online resourceISBN: 9781137524621Subject(s): EducationGenre/Form: Electronic books.Additional physical formats: Print version:: Digital Technology, Schools and Teachers' Workplace Learning : Policy, Practice and IdentityDDC classification: 371.33 LOC classification: L1-991Online resources: Click here to view this ebook.
Contents:
"Dedication" -- "Series Preface" -- "Acknowledgements" -- "Contents" -- "List of Figures" -- "List of Tables" -- "Chapter 1: Contextualising the Use of Digital Technologies" -- "The Growing Influence of ‘The Digital’" -- "Schools and Digital Technology: Policies and Practices" -- "Teachers’ (Non)Use of Digital Technologies" -- "Considering Teachers’ Knowledge" -- "The Importance of Technological Knowledge for Teachers" -- "Context: Exploring a Contested Term" -- "TPACK and ‘Contexts’" -- "References" -- "Chapter 2: Workplace Learning, Policy and Practice: Connecting Community, Practice and Teachers’ Identities" -- "Historical Perspective on Contending Theories" -- "Workplace Learning in Communities: Implications for Research" -- "From Situated Learning to CoP" -- "Practice as Meaning and Identity" -- "Defining Community" -- "Community Membership" -- "Participation and Reification" -- "Practices Enabling Participation and Identity Formation" -- "Modes of Belonging" -- "Imagination" -- "Alignment" -- "Practice Defined Globally, Experienced Locally" -- "Boundaries, Brokers and Identity: The Nexus of Multi-Membership" -- "Identity" -- "References" -- "Chapter 3: Studying a School and Its Teachers" -- " A Research Framework" -- " Methodological Approach: Case Study" -- " Methods of Data Generation" -- " Data Sources" -- " Documentation" -- " Semi-Structured Interviews" -- " Participant Observation" -- " Challenges in Case Study Research" -- " Credibility as ‘Communicative Validity’" -- " Credibility as ‘Trustworthiness’" -- " Generalizability" -- " Data Analysis" -- " Limitations" -- " Exploring a School and Introducing Its Teachers" -- " The School" -- " Introducing and Locating the Participants" -- " Introducing the Mathematics Department" -- " Introducing the Science Department".
" Conclusion" -- "References" -- "Chapter 4: The Complexity of Community: The Influence of Old, New and Liminal Members in a Team" -- " Introduction" -- " Anna’s Identity: The Influence of Past Participation, Present Competencies and Future Aspirations" -- " Exploring Anna’s Current TPACK from Three Perspectives" -- " Anna’s Perspective" -- " Jake’s Perspective" -- " John’s Perspective" -- " Team Teaching and TPACK: Disrupting the Newcomer/Old-Timer Paradigm" -- " Anna and Jake: A Teaching Team with a Reciprocal Near-Peer Relationship" -- " Negotiating Relationships with Near-Peers" -- " Conclusion" -- "References" -- "Chapter 5: Leading Teachers’ Technology Use: The Influence of Perceived Power and Authority on Digital Practices" -- "John’s Identity as a TK Expert in a CoP" -- "John’s Desired Future Trajectory: Learning for Leadership" -- "The Challenges When Team Teaching with the Principal" -- "Planning and Power: Challenging Notions of Joint, Shared and Mutual" -- "Conclusion" -- "References" -- "Chapter 6: Dispelling the Myth of Teachers’ Consensual and Coherent Use of Technology: Discussion, Deliberation and Dispute" -- " Joint Enterprise at Drake Secondary College: Valuing Process or Product?" -- " Nick’s Challenge: Understanding a Complex Enterprise" -- " Identity and Negotiation in a CoP" -- " The Transitory Nature of Professional Identity" -- " Nick: The Challenge of Negotiating in a Liminal Phase" -- " Conclusion" -- "References" -- "Chapter 7: Teachers and Technology: Looking Forward" -- " Scope and Limitations" -- " Propositions" -- " Implications and Recommendations for Future Research" -- " Concluding Statements" -- "References" -- "Notes".
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"Dedication" -- "Series Preface" -- "Acknowledgements" -- "Contents" -- "List of Figures" -- "List of Tables" -- "Chapter 1: Contextualising the Use of Digital Technologies" -- "The Growing Influence of ‘The Digital’" -- "Schools and Digital Technology: Policies and Practices" -- "Teachers’ (Non)Use of Digital Technologies" -- "Considering Teachers’ Knowledge" -- "The Importance of Technological Knowledge for Teachers" -- "Context: Exploring a Contested Term" -- "TPACK and ‘Contexts’" -- "References" -- "Chapter 2: Workplace Learning, Policy and Practice: Connecting Community, Practice and Teachers’ Identities" -- "Historical Perspective on Contending Theories" -- "Workplace Learning in Communities: Implications for Research" -- "From Situated Learning to CoP" -- "Practice as Meaning and Identity" -- "Defining Community" -- "Community Membership" -- "Participation and Reification" -- "Practices Enabling Participation and Identity Formation" -- "Modes of Belonging" -- "Imagination" -- "Alignment" -- "Practice Defined Globally, Experienced Locally" -- "Boundaries, Brokers and Identity: The Nexus of Multi-Membership" -- "Identity" -- "References" -- "Chapter 3: Studying a School and Its Teachers" -- " A Research Framework" -- " Methodological Approach: Case Study" -- " Methods of Data Generation" -- " Data Sources" -- " Documentation" -- " Semi-Structured Interviews" -- " Participant Observation" -- " Challenges in Case Study Research" -- " Credibility as ‘Communicative Validity’" -- " Credibility as ‘Trustworthiness’" -- " Generalizability" -- " Data Analysis" -- " Limitations" -- " Exploring a School and Introducing Its Teachers" -- " The School" -- " Introducing and Locating the Participants" -- " Introducing the Mathematics Department" -- " Introducing the Science Department".

" Conclusion" -- "References" -- "Chapter 4: The Complexity of Community: The Influence of Old, New and Liminal Members in a Team" -- " Introduction" -- " Anna’s Identity: The Influence of Past Participation, Present Competencies and Future Aspirations" -- " Exploring Anna’s Current TPACK from Three Perspectives" -- " Anna’s Perspective" -- " Jake’s Perspective" -- " John’s Perspective" -- " Team Teaching and TPACK: Disrupting the Newcomer/Old-Timer Paradigm" -- " Anna and Jake: A Teaching Team with a Reciprocal Near-Peer Relationship" -- " Negotiating Relationships with Near-Peers" -- " Conclusion" -- "References" -- "Chapter 5: Leading Teachers’ Technology Use: The Influence of Perceived Power and Authority on Digital Practices" -- "John’s Identity as a TK Expert in a CoP" -- "John’s Desired Future Trajectory: Learning for Leadership" -- "The Challenges When Team Teaching with the Principal" -- "Planning and Power: Challenging Notions of Joint, Shared and Mutual" -- "Conclusion" -- "References" -- "Chapter 6: Dispelling the Myth of Teachers’ Consensual and Coherent Use of Technology: Discussion, Deliberation and Dispute" -- " Joint Enterprise at Drake Secondary College: Valuing Process or Product?" -- " Nick’s Challenge: Understanding a Complex Enterprise" -- " Identity and Negotiation in a CoP" -- " The Transitory Nature of Professional Identity" -- " Nick: The Challenge of Negotiating in a Liminal Phase" -- " Conclusion" -- "References" -- "Chapter 7: Teachers and Technology: Looking Forward" -- " Scope and Limitations" -- " Propositions" -- " Implications and Recommendations for Future Research" -- " Concluding Statements" -- "References" -- "Notes".

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Michael Phillips is Lecturer in Digital Technologies in the Faculty of Education at Monash University, Australia where his teaching and research focuses on the ways in which people negotiate the use of digital technologies in educational settings. Prior to his current role teaching about and researching the social impacts of emerging educational technology Michael was a secondary school teacher and leader for more than ten years.

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