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Beyond pretence: new sensibilities for computing and communication technologies in teacher education

Rowan, Leonie and Bigum, Chris 2004, Beyond pretence: new sensibilities for computing and communication technologies in teacher education, in ATEA 2004 : Making spaces : regenerating the profession : proceedings of the 2004 ATEA conference 2004, Australian Teacher Education Association, Melbourne, Vic., pp. 287-294.

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Title Beyond pretence: new sensibilities for computing and communication technologies in teacher education
Author(s) Rowan, Leonie
Bigum, Chris
Conference name Australian Teacher Education Association. Conference (32nd : 2004 : Bathurst, N.S.W.)
Conference location Bathurst, NSW
Conference dates 7 - 10 July 2004
Title of proceedings ATEA 2004 : Making spaces : regenerating the profession : proceedings of the 2004 ATEA conference 2004
Editor(s) McLeod, Sharynne
Publication date 2004
Start page 287
End page 294
Publisher Australian Teacher Education Association
Place of publication Melbourne, Vic.
Summary Making particular reference to schools’ traditional relationships with CCTS (and the kinds of ‘pretend’ and ‘artificial’ learning/assessment tasks that this relationship has historically produced), this paper details a research and teaching agenda focused on exploring the potential of having students work on tasks with value to local and/or school communities. The paper maps the informing theories and current practices of schools
participating in the ‘knowledge producing schools’ (KPS) agenda. Particular attention is given to the ways in which KPS schools are better positioned to respond to the needs of diverse student/community populations, particularly those students traditionally perceived as ‘at risk’.
Notes This article is located on page 297 on the attached link.
ISBN 097523241X
9780975232415
Language eng
Field of Research 130306 Educational Technology and Computing
HERDC Research category E1 Full written paper - refereed
Copyright notice ©Australian Teacher Education Association, July 2004
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005554

Document type: Conference Paper
Collection: School of Social and Cultural Studies in Education
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