To What Extent Have Recent Developments in Information and Communication Technology Redefined Teacher Professionalism?
This paper discusses the impact of informationalism (Castells 2004:7) on teacher professionality and professionalism. It reflects upon the globalising influence of digital communication technologies within the context of education.
||Knowledge Economy, Knowledge Society, Information and Communications Technology, Teacher Professionalism, Informationalism, Globalisation, Education, Teaching, Life-long Learning
International Journal of Technology, Knowledge and Society, Volume 2, Issue 3, pp.47-54.
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After teaching in primary education for ten years, I moved into higher education where I specialised in the use of information and communications technology in primary education. During the course of my work I have become increasingly interested in the development of multimedia interactive resources for both primary-aged children and for students within the School of Education. Much of my work has involved working with colleagues in the development of materials designed for specific contexts; for example an online interactive virtual primary school for student teachers who have chosen to specialise in information and communications technology. More recently, I have worked with multimedia developers, practitioners, researchers and an author of children’s picture books in order to design, develop and evaluate a multimedia text.
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