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Digital immigrant teachers learning for the information age

Senjov-Makohon, Natalie 2009, Digital immigrant teachers learning for the information age, Ph.D. thesis, Victoria University.

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Title Digital immigrant teachers learning for the information age
Author Senjov-Makohon, Natalie
Institution Victoria University
Degree type Research doctorate
Degree name Ph.D.
Thesis advisor Kruger, Tony
Cherednichenko, Brenda
Date submitted 2009
Keyword(s) information and communication technologies
professional development
digital learning
teachers
Summary This study investigated how experienced teachers learned Information and Communication Technologies (ICT) during their professional development. With the introduction of ICT, experienced teachers encountered change becoming virtually displaced persons – digital immigrants; new settlers – endeavouring to obtain digital citizenship in order to survive in the information age. In the process, these teachers moved from learning how to push buttons, to applying software, and finally to changing their practice. They learned collectively and individually, in communities and networks, like immigrants and adult learners: by doing, experimenting and reflecting on ICT. Unfortunately, for these teachers-as-pedagogues, their focus on pedagogical theory during the action research they conducted, was not fully investigated or embraced during the year-long study. This study used a participant observation qualitative methodology to follow teachers in their university classroom. Interviews were conducted and documentation collected and verified by the teacher educator. The application of Kolb‘s, Gardner‘s, and Vygotsky‘s work allowed for the observation of these teachers within their sociocultural contexts. Kolb‘s work helped to understand their learning processes and Gardner‘s work indicated the learning abilities that these teachers valued in the new ICT environment. Meanwhile Vygotsky‘s work – and in particular three concepts, uchit, perezhivanija, and mislenija – presented a richer and more informed basis to understand immigration and change. Finally, this research proposes that teachers learn ICT through what is termed a hyperuchit model, consisting of developments; action; interaction; and reflection. The recommendation is that future teacher university ICT professional learning incorporates this hyperuchit model
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30064113

Document type: Thesis
Collection: Deakin Learning Futures
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Created: Mon, 09 Jun 2014, 11:15:26 EST

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