"Shared Adventure" as a framework for supporting teachers using unfamiliar technology : Reflections on a personal manifesto

Journal article


Chandler, Paul D.. (2013). "Shared Adventure" as a framework for supporting teachers using unfamiliar technology : Reflections on a personal manifesto. Information Technology, Education and Society. 14(1), pp. 5 - 23. https://doi.org/10.7459/ites/14.1.02
AuthorsChandler, Paul D.
Abstract

As the culmination of an earlier study which investigated the use of computers by teachers who had received no formal training therein, the author presented a seven point ‘personal manifesto’ to shape the types of support and engagement desirable when working collegially and collaboratively with such teachers. In the intervening years, the author has engaged in a significant project to introduce teachers and their classes to multimodal authoring. In this reflective piece, the manifesto is re-considered in the light of that experience, concluding with a renewed commitment to the affective domain of teacher learning, interpersonal collaboration, and systematic reflective practice. Along with this discussion, the value of the TPACK framework for shaping some of the discussion and of reconceptualising the role of those who provide technical support are also discussed.

Keywordscomputer education; multimodal literacy; professional learning; teacher knowledge
Year2013
JournalInformation Technology, Education and Society
Journal citation14 (1), pp. 5 - 23
PublisherJames Nicholas Publishers, Pty. Ltd.
ISSN1037-616X
Digital Object Identifier (DOI)https://doi.org/10.7459/ites/14.1.02
Page range5 - 23
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Grant IDARC/LP0883563
Place of publicationAustralia
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