New literacies and teacher learning. Professional development and the digital turn.

Sonst. Personen	Knobel, Michele (Hrsg.); Kalman, Judy (Hrsg.)
Titel	New literacies and teacher learning. Professional development and the digital turn.
Quelle	New York, NY u.a.: Peter Lang (2016), VI, 262 S.Verfügbarkeit
Reihe	New Literacies and Digital Epistemologies. 74
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-4331-2911-6; 978-1-4331-2911-7
Schlagwörter	Kompetenzerwerb; Selbstreflexion; Digitale Medien; Medieneinsatz; Argentinien; Australien; Erwachsenenbildung; Finnland; Kanada; Mexiko; Norwegen; Professionalisierung; Soziales Netzwerk; USA; Digitalisierung; Selbstreflexion; Lebenslanges Lernen; Berufsanforderung; Kooperatives Lernen; Lesekompetenz; E-Learning; Lehrerausbildung; Lehrerrolle; Kooperatives Lernen; Lernprozess; Digitalisierung; Lesekompetenz; Soziales Netzwerk; Berufsanforderung; Professionalisierung; E-Learning; Erwachsenenbildung; Lebenslanges Lernen; Argentinien; Australien; Finnland; Kanada; Mexiko; Norwegen; USA
Abstract	The book examines the complexities of teacher professional development today in relation to new literacies and digital technologies, set within the wider context of strong demands for teachers to be innovative and to improve students' learning outcomes. Contributors hail from Argentina, Australia, Canada, Finland, Mexico, Norway, and the U.S., and work in a broad range of situations, grade levels, activities, scales, and even national contexts. Projects include early year education through to adult literacy education and university contexts, describing a range of approaches to taking up new literacies and digital technologies within diverse learning practices. While the authors present detailed descriptions of using various digital resources like movie editing software, wikis, video conferencing, Twitter, and YouTube, they all agree that digital "stuff" - while important - is not the central concern. Instead, what they foreground in their discussions are theory-informed pedagogical orientations, collaborative learning theories, the complexities of teachers' workplaces, and young people's interests. Thus, a key premise in this collection is that teaching and learning are about deep engagement, representing meanings in a range of ways. These include acknowledging relationships and knowledge; thinking critically about events, phenomena, and processes; and participating in valued social and cultural activities. The book shows how this kind of learning doesn't simply occur in a one-off session, but takes time, commitment, and multiple opportunities to interact with others, to explore, play, make mistakes, and get it right. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/1