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Understanding the balance of experienced teachers' ICT learning

Senjov-Makohon, Natalie 2005, Understanding the balance of experienced teachers' ICT learning, in AARE 2005 : Creative dissent: constructive solutions: proceedings of the AARE 2005 international education research conference, Australian Association for Research in Education, Melbourne, Vic., pp. 1-15.

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Title Understanding the balance of experienced teachers' ICT learning
Author(s) Senjov-Makohon, Natalie
Conference name Australian Association for Research in Education. Conference (2005 : Sydney, New South Wales)
Conference location Sydney, New South Wales
Conference dates 27 Nov. - 1 Dec. 2005
Title of proceedings AARE 2005 : Creative dissent: constructive solutions: proceedings of the AARE 2005 international education research conference
Editor(s) Jeffrey, P.
Publication date 2005
Conference series Australian Association for Research in Education Conference
Start page 1
End page 15
Total pages 15
Publisher Australian Association for Research in Education
Place of publication Melbourne, Vic.
Summary In the Information Age, ICT learning requires a balance between the concrete and experiential learning process and the abstract conceptualisation of Andragogy. Future Teacher Professional Development will need to understand the complexities of the concrete experience and the abstract conceptualisation of new knowledge. Professional Development will need to comprehend how experienced teachers as digital immigrants learn. It will further need to understand what abilities are essential for these experienced teachers and how they develop an awareness of their ICT learning. This paper will examine a study that was undertaken with a group of Post Registration Primary School Educators. These experienced teachers undertook the Post Registration or fourth year of their Bachelor of Education (Primary) course at an Australian Educational Institute. These experienced teachers with limited ICT exposure went through an ICT learning process over a period of one year. They finally acquired the ICT knowledge and skills, however within the time span of one year, theoretical pedagogy was absent or minimal.
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30064216

Document type: Conference Paper
Collection: Deakin Learning Futures
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