Internationally, there is a growing body of research about learners’ responses to, and uses of, emerging technologies. However, the adoption of these technologies in teachers’ professional development is still largely under-researched. Much of the existing literature still positions teachers as playing ‘catch-up’ in terms of using technology for teaching and learning in an ever expanding and changing world, and ignores the roles that these emerging technologies can play in teacher, and teacher educator, development and learning.
This book aims to address the lack of research in the area, and it contributes to the new knowledge area of how emerging technologies can effectively address professional learning, drawing on case studies and perspectives from across the world. Contributors use a wide variety of approaches to analyse the potential for emerging (and established) technologies, including digital, Web2.0, social media, and IT tools, to develop ‘effective’ or ‘deep’ professional learning for pre- and in-service teachers and teacher educators. This book was originally published as a special issue of Professional Development in Education.
Table of Contents
Introduction – Using emerging technologies to develop professional learning Warren Kidd and Jean Murray
1. Second look – second think: a fresh look at video to support dialogic feedback in peer coaching Jennifer Charteris and Dianne Smardon
2. The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh Christopher S. Walsh, Tom Power, Masuda Khatoon, Sudeb Kumar Biswas, Ashok Kumar Paul, Bikash Chandra Sarkar and Malcolm Griffiths
3. Professional learning to support elementary teachers’ use of the iPod Touch in the classroom Katia Ciampa and Tiffany L. Gallagher
4. Research capacity-building with new technologies within new communities of practice: reflections on the first year of the Teacher Education Research Network Zoe Fowler, Grant Stanley, Jean Murray, Marion Jones and Olwen McNamara
5. Pushing the envelope on what is known about professional development: the virtual school experience Nancy Fichtman Dana, Kara Dawson, Rachel Wolkenhauer and Desi Krell
6. Framing pre-service teachers’ professional learning using Web2.0 tools: positioning pre-service teachers as agents of cultural and technological change Warren Kidd
7. National models for continuing professional development: the challenges of twenty-first-century knowledge management Marilyn Leask and Sarah Younie
Jean Murray is Professor and Research Leader in the Cass School of Education and Communities at the University of East London, UK. Her research focuses on the sociological analysis of teacher education policies and practices, with particular interests in teacher educators’ identities, practices, and professional learning. She has produced more than 150 publications, and her research has led to many national and international research projects, consultancies, and invitations to give keynote speeches.
Warren Kidd is Senior Lecturer and a teacher educator at the Cass School of Education and Communities at the University of East London, UK, where he supports the professional development and professional learning of teachers, trainee teachers, and staff across a wide variety of educational sectors. He is the Programme Leader for Humanities Secondary Initial Teacher Education and for the Masters in Learning and Teaching in Higher Education. His scholarly interests explore teacher identity, how to support new teachers with practice, and the use of digital and mobile learning both inside and outside the classroom.