Ebook: Information and Communication Technology and the Teacher of the Future: IFIP TC3 / WG3.1 & WG3.3 Working Conference on ICT and the Teacher of the Future January 27–31, 2003, Melbourne, Australia

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.

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This collection of papers presents 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. While the papers in one sense incorporate wide-ranging perspectives deriving from varying national contexts, their grouping within topic areas reveals more commonalities of concern than differences.
The first topic area, "The Teacher of the Future as a Professional", focuses on the changing requirements for both the initial preparation and the continuing professional education of teachers. The second area, "Classroom Roles of the Teacher of the Future" is concerned more specifically with the way in which developments in Information and Communication Technologies are changing the way in which teachers interact with students. Finally, the section "Teaching and Learning Environments of the Future" examines a range of pedagogical scenarios in differing stages of development and implementation, each of which provides a special insight into how the "classroom of the future" might function.
This book is one of the outcomes of the Working Conference on "ICT and the Teacher of the Future", which took place in Melbourne, Australia in January 2003 under the auspices of the International Federation for Information Processing (IFIP) Technical Committee 3, 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 papers that have been rigorously reviewed and subsequently undergone an additional process of collaborative editing.

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This collection of papers presents 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. While the papers in one sense incorporate wide-ranging perspectives deriving from varying national contexts, their grouping within topic areas reveals more commonalities of concern than differences.
The first topic area, "The Teacher of the Future as a Professional", focuses on the changing requirements for both the initial preparation and the continuing professional education of teachers. The second area, "Classroom Roles of the Teacher of the Future" is concerned more specifically with the way in which developments in Information and Communication Technologies are changing the way in which teachers interact with students. Finally, the section "Teaching and Learning Environments of the Future" examines a range of pedagogical scenarios in differing stages of development and implementation, each of which provides a special insight into how the "classroom of the future" might function.
This book is one of the outcomes of the Working Conference on "ICT and the Teacher of the Future", which took place in Melbourne, Australia in January 2003 under the auspices of the International Federation for Information Processing (IFIP) Technical Committee 3, 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 papers that have been rigorously reviewed and subsequently undergone an additional process of collaborative editing.
Content:
Front Matter....Pages i-xiii
Front Matter....Pages 1-1
The Teaching Profession: A Networked Profession in New Networked Environments....Pages 3-14
Designing Learning Experiences: Supporting Teachers in the Process of Technology Change....Pages 15-28
The Teacher — A Forgotten Stakeholder?....Pages 29-38
Front Matter....Pages 39-39
ICT, National Policies, and their Impact on Schools and Teachers’ Development....Pages 41-47
Using an Educational Consensus to Reach Educational Technology Tipping Point....Pages 49-52
Path to the Future: Generative Evaluation for Simultaneous Renewal of ICT in Teacher Education and K-12 Schools....Pages 53-63
ICT and Future Teachers: Are We Preparing for E-learning?....Pages 65-70
Developing a European Pioneer Teacher Community for School Innovation....Pages 71-83
A New Qualification and Certification for Specialist ICT Teachers....Pages 85-95
In Service Teacher Development Using ICT: First Step in Lifelong Learning....Pages 97-108
Raising the Standards: ICT and the Teacher of the Future....Pages 109-114
Professional Development Needs of Teachers Managing Self-Guided Learning....Pages 115-124
Reports of Focus Group Discussions: Group A — The Teacher as a Professional: Fostering Professionalism....Pages 125-128
Reports of Focus Group Discussions: Group B — The Professional Teacher: Contexts, Capabilities and Competencies....Pages 129-133
Front Matter....Pages 135-135
Developing ICT Leadership Skills for Teachers of the Future....Pages 137-144
The Effects of Attitudes, Pedagogical Practices and Teachers’ Roles on the Incorporation of ICT into the School Curriculum....Pages 145-158
From Facilitator to Knowledge-Builder: A New Role for the Teacher of the Future....Pages 159-163
Teacher Empowerment and Minimalist Design....Pages 165-169
Innovative Classroom Practices and the Teacher of the Future....Pages 171-182
From Teacher Education to Professional Development for E-learning in an E-society....Pages 183-189
Front Matter....Pages 135-135
Technology Matters But Good Teachers Matter More....Pages 191-202
Reports of Focus Group Discussions: Group C — The Role of the Teacher....Pages 203-207
Reports of Focus Group Discussions: Group D — The Role of Teachers: Lifelong Learners in a Community of Practice....Pages 209-213
Front Matter....Pages 215-215
Mathematical Teaching and Learning Environment Mediated by ICT....Pages 217-228
Distant Actors on a Digital Campus, or Sharing and Crumbling Pedagogical Responsibility....Pages 229-233
ICT and the Quality of Teaching: Some Hungarian Results of the OECD ICT Project....Pages 235-245
Developing Research Models for ICT-Based Pedagogy....Pages 247-250
Technology Access: Resources Wasted in Computer Laboratories....Pages 251-255
Teacher in the Mobile World....Pages 257-266
Using Portable Computer Technologies to Support Learning Environments....Pages 267-277
E-learning, ICT, and Learning Portals for Schools....Pages 279-290
Slash 21: A New School and a New Way of Learning....Pages 291-294
Reports of Focus Group Discussions: Group E — Teaching Environments: Key Influences and Considerations....Pages 295-299
Reports of Focus Group Discussions: Group F — Knowledge Building Communities: Creating New Learning and Teaching Environments....Pages 301-305
Back Matter....Pages 307-307

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This collection of papers presents 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. While the papers in one sense incorporate wide-ranging perspectives deriving from varying national contexts, their grouping within topic areas reveals more commonalities of concern than differences.
The first topic area, "The Teacher of the Future as a Professional", focuses on the changing requirements for both the initial preparation and the continuing professional education of teachers. The second area, "Classroom Roles of the Teacher of the Future" is concerned more specifically with the way in which developments in Information and Communication Technologies are changing the way in which teachers interact with students. Finally, the section "Teaching and Learning Environments of the Future" examines a range of pedagogical scenarios in differing stages of development and implementation, each of which provides a special insight into how the "classroom of the future" might function.
This book is one of the outcomes of the Working Conference on "ICT and the Teacher of the Future", which took place in Melbourne, Australia in January 2003 under the auspices of the International Federation for Information Processing (IFIP) Technical Committee 3, 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 papers that have been rigorously reviewed and subsequently undergone an additional process of collaborative editing.
Content:
Front Matter....Pages i-xiii
Front Matter....Pages 1-1
The Teaching Profession: A Networked Profession in New Networked Environments....Pages 3-14
Designing Learning Experiences: Supporting Teachers in the Process of Technology Change....Pages 15-28
The Teacher — A Forgotten Stakeholder?....Pages 29-38
Front Matter....Pages 39-39
ICT, National Policies, and their Impact on Schools and Teachers’ Development....Pages 41-47
Using an Educational Consensus to Reach Educational Technology Tipping Point....Pages 49-52
Path to the Future: Generative Evaluation for Simultaneous Renewal of ICT in Teacher Education and K-12 Schools....Pages 53-63
ICT and Future Teachers: Are We Preparing for E-learning?....Pages 65-70
Developing a European Pioneer Teacher Community for School Innovation....Pages 71-83
A New Qualification and Certification for Specialist ICT Teachers....Pages 85-95
In Service Teacher Development Using ICT: First Step in Lifelong Learning....Pages 97-108
Raising the Standards: ICT and the Teacher of the Future....Pages 109-114
Professional Development Needs of Teachers Managing Self-Guided Learning....Pages 115-124
Reports of Focus Group Discussions: Group A — The Teacher as a Professional: Fostering Professionalism....Pages 125-128
Reports of Focus Group Discussions: Group B — The Professional Teacher: Contexts, Capabilities and Competencies....Pages 129-133
Front Matter....Pages 135-135
Developing ICT Leadership Skills for Teachers of the Future....Pages 137-144
The Effects of Attitudes, Pedagogical Practices and Teachers’ Roles on the Incorporation of ICT into the School Curriculum....Pages 145-158
From Facilitator to Knowledge-Builder: A New Role for the Teacher of the Future....Pages 159-163
Teacher Empowerment and Minimalist Design....Pages 165-169
Innovative Classroom Practices and the Teacher of the Future....Pages 171-182
From Teacher Education to Professional Development for E-learning in an E-society....Pages 183-189
Front Matter....Pages 135-135
Technology Matters But Good Teachers Matter More....Pages 191-202
Reports of Focus Group Discussions: Group C — The Role of the Teacher....Pages 203-207
Reports of Focus Group Discussions: Group D — The Role of Teachers: Lifelong Learners in a Community of Practice....Pages 209-213
Front Matter....Pages 215-215
Mathematical Teaching and Learning Environment Mediated by ICT....Pages 217-228
Distant Actors on a Digital Campus, or Sharing and Crumbling Pedagogical Responsibility....Pages 229-233
ICT and the Quality of Teaching: Some Hungarian Results of the OECD ICT Project....Pages 235-245
Developing Research Models for ICT-Based Pedagogy....Pages 247-250
Technology Access: Resources Wasted in Computer Laboratories....Pages 251-255
Teacher in the Mobile World....Pages 257-266
Using Portable Computer Technologies to Support Learning Environments....Pages 267-277
E-learning, ICT, and Learning Portals for Schools....Pages 279-290
Slash 21: A New School and a New Way of Learning....Pages 291-294
Reports of Focus Group Discussions: Group E — Teaching Environments: Key Influences and Considerations....Pages 295-299
Reports of Focus Group Discussions: Group F — Knowledge Building Communities: Creating New Learning and Teaching Environments....Pages 301-305
Back Matter....Pages 307-307
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