出版社：Australian Institutes for Educational Research
摘要：Contemporary teachers have an obligation to support and scaffold students’ learning indigital technologies and to do this in authentic contexts. In order for teachers to besuccessful in this, their own competency in digital technologies needs to be high, andtheir own 21st century learning skills of communication, collaboration, creativity andproblem solving need to be well honed. Teachers are challenged to understand not onlythe associated digital pedagogical practices and content knowledge, but also to befamiliar with how the technology components can be best used to support learning(Ertmer & Ottenbreit-Leftwich, 2013). This paper reports on a 2016 pilot project thatincorporated the key components of highly effective teacher professional learning toleverage transformational change: on-site, over-time, through a community of practiceand building the confidence and competence of teachers to implement the digitaltechnologies curriculum (Jimoyiannis, 2010; Rodrigues, 2005; Wenger, White & Smith,2009). This project supported 28 primary and secondary school teachers from regionalWestern Australia to collaborate through a distributed digital learning network or aguided Professional Learning Network that was called a “cluster” to develop and reflectupon their digital capabilities.
