Information and Communication Technology and the Teacher of the Future

Carolyn Dowling Australian Catholic University Kwok-Wing Lai University of Otago This book is one of the outcomes of a Working Conference on the topic of 'ICT and the Teacher of the Future', which took place in Melbourne, Australia, in January 2003. The conference was held under the auspices of the International Federation for Information Processing (lFIP). Technical Committee 3 (TC3) of IFIP, through the activities of its seven Working Groups, focuses on different aspects of the impact of Information and Communication Technologies on Education. The conference that was the impetus for this publication was organised jointly by Working Group 3.1 (Secondary Education) and Working Group 3.3 (Research). In addition to the text of the papers delivered by the three keynote speakers, the book comprises a selection of the papers presented by delegates at the conference, along with reports of the discussions of Focus Groups working in each topic area. All of the papers presented at the conference were reviewed by members of the International Programme Committee and the National Organising Committee. Those selected for publication as chapters in this book have subsequently undergone an additional process of collaborative editing before qualifying for inclusion. It is our belief that these papers collectively present a very comprehensive overview of the concerns and developments in the use of Information and Communication Technologies that are currently of relevance to educators and educational policy makers across the globe.

Includes supplementary material: sn.pub/extras

Inhalt
Section 1: Setting the Scene The Keynote Addresses.- The Teaching Profession: A Networked Profession in New Networked Environments.- Designing Learning Experiences: Supporting Teachers in the Process of Technology Change.- The Teacher A Forgotten Stakeholder?.- Section 2: The Teacher of the Future as a Professional.- ICT, National Policies, and their Impact on Schools and Teachers' Development.- Using an Educational Consensus to Reach Educational Technology Tipping Point.- Path to the Future: Generative Evaluation for Simultaneous Renewal of ICT in Teacher Education and K-12 Schools.- ICT and Future Teachers: Are We Preparing for E-learning?.- Developing a European Pioneer Teacher Community for School Innovation.- A New Qualification and Certification for Specialist ICT Teachers.- In Service Teacher Development Using ICT: First Step in Lifelong Learning.- Raising the Standards: ICT and the Teacher of the Future.- Professional Development Needs of Teachers Managing Self-Guided Learning.- Reports of Focus Group Discussions: Group A The Teacher as a Professional: Fostering Professionalism.- Group B The Professional Teacher: Contexts, Capabilities and Competencies.- Section 3: Classroom Roles of the Teacher of the Future.- Developing ICT Leadership Skills for Teachers of the Future.- The Effects of Attitudes, Pedagogical Practices and Teachers' Roles on the Incorporation of ICT into the School Curriculum.- From Facilitator to Knowledge-Builder: A New Role for the Teacher of the Future.- Teacher Empowerment and Minimalist Design.- Innovative Classroom Practices and the Teacher of the Future.- From Teacher Education to Professional Development for E-learning in an E-society.- Technology Matters But Good Teachers Matter More.- Reports of Focus GroupDiscussions: Group C The Role of the Teacher.- Group D The Role of Teachers: Lifelong Learners in a Community of Practice.- Section 4: Teaching and Learning Environments of the Future.- Mathematical Teaching and Learning Environment Mediated by ICT.- Distant Actors on a Digital Campus, or Sharing and Crumbling Pedagogical Responsibility.- ICT and the Quality of Teaching: Some Hungarian Results of the OECD ICT Project.- Developing Research Models for ICT-Based Pedagogy.- Technology Access: Resources Wasted in Computer Laboratories.- Teacher in the Mobile World.- Using Portable Computer Technologies to Support Learning Environments.- E-Learning, ICT, and Learning Portals for Schools.- Slash 21: A New School and a New Way of Learning.- Reports of Focus Group Discussions: Group E Teaching Environments: Key Influences and Considerations.- Group F Knowledge Building Communities: Creating New Learning and Teaching Environments.- Index of Contributors.