Session Information
16 SES 6.5 A, Technology Enhanced Learning: Problems and Promises (part 4)
Symposium, continued from 16 SES 07 A
Time:
2009-09-29
13:30-15:00
Room:
NIG, HS 2i
Chair:
Karl Steffens
Discussant:
Ton Mooij
Contribution
In general, teacher collaboration is regarded as important in school development and school improvement research. It is considered an important factor in supporting innovation in schools (Dexter, Seashore, & Anderson, 2002; Kelchtermanns, 2006), particularly for successfully integrating ICT in schools (Schulz-Zander et al., 2002; Tearle, 2004; Law, & Chow, 2008). Establishing Communities of Practice is considered essential in this process (Looi, Lim, & Chen, 2009). Studies show that the continuity and success of teachers’ learning communities regarding ICT cannot be forced ‘top down’; they need to be established in democratic processes in order to be sustainable (Tearle, 2004; Krumsvik, 2005; Shapley et al., 2006). Nevertheless, the dynamic of the development of new ICT applications and devices which claim to cultivate a continuous and flexible collaboration seems to be hard to establish in schools over a longer period of time. The research question in this paper therefore is: Which conditions contribute to successful ICT-centered teacher collaboration and which barriers to such collaboration have a negative impact on the efforts of teachers trying to enhance the learning of their students? Answers will be based on the data of the German follow-up study of SITES-M2.
Method
Expected Outcomes
References
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