Sustaining and transferring curriculum and pedagogical innovation through establishing communities of practice

Sustaining and transferring curriculum and pedagogical innovation through establishing communities of practice

Who's learning? Whose technology?: Proceedings [of] the 23rd annual conference of the Australasian Society for Computers in Learning in Tertiary Education, 3-6 December 2006, the University of Sydney, Sydney, Australia

• Fox, Robert Centre for IT in Education, Faculty of Education, University of Hong Kong
• Yeung, Lee Centre for IT in Education, Faculty of Education, University of Hong Kong
• Law, Nancy Centre for IT in Education, Faculty of Education, University of Hong Kong
• Yuen, Allan Centre for IT in Education, Faculty of Education, University of Hong Kong
• Yeung, Alison Centre for IT in Education, Faculty of Education, University of Hong Kong

• Markauskaite, L.
• Goodyear, P.
• Reimann, P.

Sydney

Sydney University Press

2006

Australasian Society for Computers in Learning in Tertiary Education. Conference (2006: Sydney)

• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Barriers to Participation Cooperative Programs ICT in Education Partnerships in Education School Culture Sharing Behaviour Teacher Cooperation Teacher Education Teaching Innovations Web Sites Higher Education Hong Kong Communities of Practice Knowledge Building Community Knowledge Transfer University of Hong Kong. Faculty of Education

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

The lack of a sharing and collaborative culture within schools was identified as a key barrier to the successful implementation and scaling up of innovative practices using technology in education in Hong Kong, according to a government report (EMB, 2004). The report identified a need to develop more supportive structures and mechanisms to foster a shared culture and to establish communities of practices between teachers to encourage the sharing and the exchange of classroom experiences as well as to collaborate in curriculum and pedagogical innovation in and across schools. This paper outlines how a supportive structure was built by establishing the environments and infrastructure, focusing on building communities and partnerships. The paper presents the framework which guides the establishment of the communities and identifies mechanisms to foster a sharing and collaborative culture.
[Copyright of Australian Society for Computers in Learning in Tertiary Education (ascilite) at http://www.ascilite.org.au]

• English

Conference Papers

• 1920898476 (web)
• 9781920898465 (CD-ROM)
• 1920898468 (CD-ROM)
• 9781920898564 (v.1)
• 1920898565 (v.1)
• 9781920898571 (v.2)
• 1920898573 (v.2)

https://bibliography.lib.eduhk.hk/bibs/abee3190

2010-11-25