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Transforming school into a professional learning community via information technology: Patterns of change in a school and among its teachers
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, , Tel Aviv University, Israel

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This paper reports on an exploratory, longitudinal, case-study that describes, analyzes and interprets the change processes occurring in a high school which aimed at integrating ICT into its curricula, and determines the facilitating factors and the barriers encountered during the change processes. The study also examines the patterns of change in teachers' educational beliefs, knowledge restructuring processes and their use of ICT as reflected in the ways they use technology in their classrooms (7th to 12th grades). The main findings reveal that the systemic changes at the school level and the patterns of changes among teachers are parallel dynamic and helical: each one influences and empowers the other. They also show that the changes match the epistemological beliefs of teachers: constructivist oriented teachers adopted technology for a learner-centered learning and teaching style, while those with more positivist epistemological beliefs used technology in a more teacher-centered information delivery-transmission style.

Citation

Levin, T. & Carmella, B.B. (2005). Transforming school into a professional learning community via information technology: Patterns of change in a school and among its teachers. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 1463-1470). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from .

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