Are teachers ready to teach in the knowledge society? Considerations based on empirical findings.

Autor/in	Voogt, Joke
Titel	Are teachers ready to teach in the knowledge society? Considerations based on empirical findings.
Quelle	Aus: Schulz-Zander, Renate (Hrsg.); Eickelmann, Birgit (Hrsg.); Moser, Heinz (Hrsg.); Niesyto, Horst (Hrsg.); Grell, Petra (Hrsg.): Jahrbuch Medienpädagogik. 9. Wiesbaden: VS, Verl. für Sozialwissenschaften (2012) S. [17]-28 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Jahrbuch Medienpädagogik. 9
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-531-18119-6; 978-3-531-94219-3
DOI	10.1007/978-3-531-94219-3_2
Schlagwörter	Pädagogik; Empirische Forschung; Wissensgesellschaft; Kreativität; Informations- und Kommunikationstechnologie; Medienkompetenz; Lehrer; Lernen; Lehren; Curriculum; Beruf; Entwicklung
Abstract	Our society is moving towards a knowledge society, in which Information and Communication Technology has a crucial place. It is argued that these societal changes also imply that curricula and pedagogy have to change. This contribution discusses which competencies teachers need to be able to teach in the knowledge society. Findings from empirical studies suggest that teachers not only need positive attitudes towards Information and Communication Technology, they also need knowledge and skills to be able to integrate IGT and pedagogy in creative ways. Finally, to be able to enact the change that is required from teachers a broader view on the teacher profession is needed. Teachers need to become teacher leaders who are able and willing to collaborate with other teachers in preparing themselves for 21st Century teaching. It is acknowledged that the changes required from teachers cannot be singled out, but should be part of a systemic change effort in which also schools and policy is involved. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/2