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. Attached Files Name Description MIMEType Size Downloads 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 Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Wed, 11 Jun 2014, 12:49:45 EST Tue, 17 Jun 2014, 09:37:13 EST Wed, 18 Jun 2014, 13:43:09 EST Fri, 20 Jun 2014, 10:13:21 EST Fri, 22 Aug 2014, 16:29:56 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 64 Abstract Views, 0 File Downloads  -  Detailed Statistics Created: Wed, 11 Jun 2014, 12:49:45 EST