Communities of inquiry: developing digital literacies in teachers and students

Cloonan, Anne 2012, Communities of inquiry: developing digital literacies in teachers and students, in IFIP 2012 : Addressing educational challenges: the role of ICT : Proceedings of the International Federation for Information Processing 2012 working conference, Manchester Metropolitan University, Mancester, England, pp. 1-9.

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Title Communities of inquiry: developing digital literacies in teachers and students
Author(s) Cloonan, Anne
Conference name International Federation for Information Processing. Working Conference (2012 : Manchester, England)
Conference location Manchester, England
Conference dates 2-5 Jul. 2012
Title of proceedings IFIP 2012 : Addressing educational challenges: the role of ICT : Proceedings of the International Federation for Information Processing 2012 working conference
Editor(s) Redman, Christine
Trapani, Fiona
Carlin, Kaylene
Publication date 2012
Conference series International Federation for Information Processing Working Conference
Start page 1
End page 9
Total pages 9
Publisher Manchester Metropolitan University
Place of publication Mancester, England
Keyword(s) teacher learning
digital literacy
communities of inquiry
Summary Teachers’ and students’ classroom work is increasingly described as knowledge work conducted in a in a rapidly changing globalised, digital world. To enable teachers to effectively support students in the shifting contexts created by constantly emerging new technologies, teacher professional learning has gained prominence as a priority area in education (Yates, 2007). This paper reports on research into teacher and student learning of digital literacies within the context of a project undertaken by a university and an educational authority. The professional learning project was designed to enable practising teachers to engage their students with digital literacies.The project seeks to offer innovative, differentiated professional learning by combining the concept of a collaborative learning community with structures of distributed leadership and processes of inquiry learning. The mixed methods research explored teacher and student learning through online surveys and case studies. Initial findings indicate that teacher agency, knowledge creation and commitment to sustained pedagogical change were fostered through inter- and intra-school communities of inquiry. Purposeful development of digital tools, within the context of teacher inquiry, collaboration and distributed leadership, led to increased and discerning use of these tools by teachers. As a result students had greater school-based access to digital tools and teachers and students worked collaboratively to develop their digital literacies.
ISBN 9781905476763
Language eng
Field of Research 130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 930201 Pedagogy
HERDC Research category E1.1 Full written paper - refereed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30055668

Document type: Conference Paper
Collection: School of Education
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Created: Thu, 05 Sep 2013, 10:25:12 EST by Anne Cloonan

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