This project is based upon the following:
- Teacher belief systems underpin all of their practice, and hence are the starting point for educational transformation (relating to the use of technology and the design of 21st Century learning activities).
- Teacher practice in the use of ICT is dependent on their Technological Pedagogical and Content Knowledge (or “TPACK”, Mishra & Kohler, 2006), and thus in order to use technology effectively teachers need to understand how to not only use technologies but also the pedagogical considerations within the discipline area.
- Contextual factors can either aid or hinder effective technology use in modern digital classrooms, and as such the design of school environments to support teachers employing transformative pedagogies based upon the changes required with new curriculum implementation.
- Transformative pedagogies derive from a relationship between teacher belief systems, teachers knowledge of the pedagogy of the discipline, and the context is represented in Figure 1.
- There is no ‘one-size-fits-all’ prescriptive way to best use technology in the classroom, and effective teacher practice depends on teachers taking creative ownership over their design of learning.
- Identify mechanisms that school executives encourage and support teachers to transform their practice.
- What teacher belief systems support ICT usage in the classroom, and how can they be supported to positively evolve?
- What is the current state of teacher knowledge in schools, and how can it be most effectively developed to support the effective implementation of the Australian Curriculum
- What are the contextual aids and constraints that influence teacher use of ICT in the classroom, and how can the environment be improved to best support teacher practice?
- How can contemporary technologies be most effectively used to support learning and teaching?
- How can an action research approach to learning technology innovation influence teacher practice?