Search results for author:"Renata Phelps"
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Developing "Technology Together," Together: A Whole-School Metacognitive Approach to ICT Teacher Professional Development
Journal of Computing in Teacher Education Vol. 24, No. 4 (2008) pp. 125–133
Professional development of teachers in information and communication technology (ICT) continues to be an urgent educational imperative. While many teachers are integrating ICT (with varying degrees of confidence and creativity), a significant...
Exploring the Complementarities between Complexity and Action Research: The Story of "Technology Together"
Cambridge Journal of Education Vol. 40, No. 2 (June 2010) pp. 183–197
This paper takes up an ongoing dialogue in the educational literature regarding the relationship between complexity theories and action research. Recognising the contributions of other writers in this field and building on arguments made previously...
Acknowledging the Complexity and Diversity of Historical and Cultural ICT Professional Learning Practices in Schools
Asia-Pacific Journal of Teacher Education Vol. 39, No. 1 (February 2011) pp. 47–63
Professional development in information and communication technology (ICT) remains a major imperative for schools as technologies, and what teachers are able to do with them, continue to evolve. The responses of individual schools to this ongoing...
International Journal of Educational Research Vol. 53, No. 1 (2012) pp. 289–302
Vietnam is currently striving to introduce more child-centred approaches to pedagogy. From a Western perspective, child-centred education requires teachers to perceive children as capable, active partners in learning and to develop deep...
Australasian Journal of Educational Technology Vol. 20, No. 1 (Jan 01, 2004)
Professional development for teachers in information and communication technology (ICT) is currently a major priority for school systems in Australia and internationally. The metacognitive and reflective approach to professional development...
Exploring Vietnamese children's experiences of, and views on, learning at primary school in rural and remote communities
International Journal of Educational Development Vol. 36, No. 1 (May 2014) pp. 33–43
Developing countries face an urgent imperative to enhance the equity, quality and relevance of their education provision. Many international non-government organisations (NGOs) involved in such countries seek to work collaboratively with government...