The role of written reflection in enabling teachers to transform ICT pedagogical beliefs and practices

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Title The role of written reflection in enabling teachers to transform ICT pedagogical beliefs and practices
Author Prestridge, Sarah Jane
Publication Title Learning Management : pedagogy that works
Editor Bruce Allen Knight, Paul O'Neill, Tina Doe
Year Published 2007
Place of publication Victoria Australia
Publisher Hawker Brownlow
Abstract This paper explores the transformative capacity of teacher reflection within professional development activity. It firstly explores the relationship between contemporary literacy practices such as multiliteracies and the integration of ICT in learning. The paper then moves on to an analysis of the role of teachers' written reflections in ICT professional development. Reflective documentations including written entries and drawings are analysed qualitatively using Hatton's and Smith's (1995) three levels of reflection-on-action. The findings suggest that each level of reflective action plays a different role in enabling teachers to transform their ICT pedagogical beliefs and practices.
Peer Reviewed Yes
Published Yes
Publisher URI http://www.learningmanagementconference.com/
Conference name Learning Management: Pedagogy that works
Location Twin Waters Sunshine Coast Queensland
Date From 2007-08-22
Date To 2007-08-24
URI http://hdl.handle.net/10072/19427
Date Accessioned 2008-02-01
Date Available 2008-11-06T23:02:03Z
Language en_AU
Faculty Faculty of Education
Subject Teacher Education: Primary
Publication Type Conference Publications (Full Written Paper - Refereed)
Publication Type Code e1

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