Supporting educators with the inclusion of technology within literacy classrooms: A framework for "action"
Kervin, LK and Mantei, J, Supporting educators with the inclusion of technology within literacy classrooms: A framework for "action", Journal of Technology Integration in the Classroom, 2(3), 2010, 43-54.
Educators are challenged to consider ways that Information and Communication Technologies (ICT) can be included within classroom contexts. Such challenges often require the adoption of whole school, team or individual focus as technology is examined in connection with the needs of the learners within the school and the pedagogical understandings and beliefs of the educators. Each researcher has initiated, facilitated and reflected upon school-based projects focused on ways that technology can be incorporated within classroom literacy experiences. In this paper, we describe a “framework for action” that has emerged from our analysis of these. Examples from a range of projects across a number of school sites are examined. Essentially this framework comprises opportunity for enquiry where participants meet to work towards goals as they refine their ability to manipulate technology in connection with their pedagogical understandings as they consider the implication of this for practice. The framework is participatory, collaborative and systematic as communities work together for shared understandings and action.
Lisa K. Kervin and Jessica Mantei. "Supporting educators with the inclusion of technology within literacy classrooms: A framework for "action"" Faculty of Education - Papers (2010): 43-54.
Available at: http://works.bepress.com/jmantei/17