Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/4001
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dc.contributor.authorReading, Christine Elizabethen
dc.contributor.authorLloyd, Linleyen
dc.contributor.authorBelford, Sueen
local.source.editorEditor(s): Chris Readingen
dc.date.accessioned2009-12-23T15:29:00Z-
dc.date.issued2006-
dc.identifier.isbn1863899936en
dc.identifier.urihttps://hdl.handle.net/1959.11/4001-
dc.description.abstractThis project intended to develop a learning partnership between schools and the University of New England (UNE) to support teachers and pre-service teachers in their professional learning. A functional collaborative relationship was developed among three partners: NSW Country Areas Program (CAP) Northern Network Schools, the School of Education at UNE, and The National Centre of Science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia (SiMERR) at UNE. A Learning Community Professional Development model was trialled with teachers, pre-service teachers and lecturers linked together into eight Learning Teams that planned, implemented and evaluated in-school projects. • The focus on embedding both Information and Communication Technology (ICT) and Learning to Learn (L2L) strategies in learning and also on combining ICT and L2L, promoted higher-order thinking with school students. • The development of criteria and related measures to measure the value-adding capacity of the embedding of ICT in learning challenged participants’ views on the assessment of students' learning. • Basing the in-school projects in the classroom gave all participants the opportunity for professional learning in context and provided students with a wider audience. • The Learning Community model nurtured collaborative relationships between the teachers, pre-service teachers and lecturers and provided mutual support for professional learning. • The focus on embedding ICT and L2L strategies in learning resulted in L2L being used to enhance the use of ICT and encouraged students to engage in higher-order thinking. • Developing value-added criteria proved to be a difficult exercise for all participants but useful measures were trialled and will provide a seed for future research. As a result of this project, professional experience opportunities for pre-service teachers at UNE have been revised and a productive professional relationship has developed between the NSW Northern Network CAP Schools and UNE. Unintended and valuable outcomes include: the strength of the relationships that developed among all involved; the upgrading of equipment and creation of a lecturing position across the two fields of ICT and learning, and a better understanding for teachers of the process of evaluating current practice.en
dc.languageenen
dc.publisherUniversity of New Englanden
dc.relation.ispartofseriesEmbedding ICT in Learning (EiL): Collaborative Partnerships for Rural Schoolsen
dc.titleEmbedding ICT in Learning (EiL): Collaboration Partnerships for Rural Schoolsen
dc.typeReporten
dc.subject.keywordsCreative Arts, Media and Communication Curriculum and Pedagogyen
local.contributor.firstnameChristine Elizabethen
local.contributor.firstnameLinleyen
local.contributor.firstnameSueen
local.subject.for2008130201 Creative Arts, Media and Communication Curriculum and Pedagogyen
local.subject.seo2008930299 Teaching and Instruction not elsewhere classifieden
local.profile.schoolSiMERRen
local.profile.schoolSchool of Educationen
local.profile.emailcreading@une.edu.auen
local.profile.emaillcornis2@une.edu.auen
local.output.categoryR1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordpes:4466en
local.publisher.placeArmidale, Australiaen
local.title.subtitleCollaboration Partnerships for Rural Schoolsen
local.contributor.lastnameReadingen
local.contributor.lastnameLloyden
local.contributor.lastnameBelforden
dc.identifier.staffune-id:creadingen
dc.identifier.staffune-id:lcornis2en
local.profile.orcid0000-0001-6906-7965en
local.profile.orcid0000-0001-7714-1213en
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:4098en
local.identifier.handlehttps://hdl.handle.net/1959.11/4001en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleEmbedding ICT in Learning (EiL)en
local.output.categorydescriptionR1 Reporten
local.relation.urlhttp://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Documents/pictl_case_studies1.pdfen
local.relation.urlhttp://trove.nla.gov.au/work/26612151?selectedversion=NBD43264045en
local.search.authorReading, Christine Elizabethen
local.search.authorLloyd, Linleyen
local.search.authorBelford, Sueen
local.uneassociationUnknownen
local.year.published2006en
local.output.classReporten
local.output.classR1 Contract Reporten
Appears in Collections:Report
The National Centre of Science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia (SiMERR)
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