Ng Wan: New Digital Technology in Education: Conceptualizing Professional Learning for Educators

Technology, Knowledge and Learning - Tập 23 - Trang 189-193 - 2015
Susan Rodrigues1
1Liverpool, UK

Tài liệu tham khảo

Bereiter, C., & Scardamalia, M. (1987). An attainable version of high literacy: Approaches to teaching higher-order skills in reading and writing. Curriculum Inquiry, 17(1), 19–30. Lankshear, C., & Knobel, M. (2008). New literacies: Everyday practice and classroom learning (2nd ed.). Berkshire: McGraw Hill. Leuhmann, A. L., & Frink, J. (2012). Web 2.0 technologies, new media literacies, and science education: Exploring the potential to transform. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (Vol. 2, pp. 823–838). Dordrecht: Springer. Mitra, S. (2009). Remote presence: Technologies For ‘beaming’ teachers where they cannot go. Journal of Emerging Technologies in Web Intelligence, 1(1), 55–59. Rodrigues, S. (2012). A classroom without walls: Virtual learning experiences in science. In B. France & V. Compton (Eds.), Bringing communities together: Connecting learners with scientists or technologists (pp. 61–72). Rotterdam: Sense. Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67–98). Chicago: Open Court. Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge-building: A challenge for the design of new knowledge media. The Journal of the Learning Sciences, 1(1), 37–68. Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 97–118). New York: Cambridge University Press.