Publication Date

2013

Abstract

As the culmination of an earlier study which investigated the use of computers by teachers who had received no formal training therein, the author presented a seven point ‘personal manifesto’ to shape the types of support and engagement desirable when working collegially and collaboratively with such teachers. In the intervening years, the author has engaged in a significant project to introduce teachers and their classes to multimodal authoring. In this reflective piece, the manifesto is re-considered in the light of that experience, concluding with a renewed commitment to the affective domain of teacher learning, interpersonal collaboration, and systematic reflective practice. Along with this discussion, the value of the TPACK framework for shaping some of the discussion and of reconceptualising the role of those who provide technical support are also discussed.

School/Institute

School of Education

Document Type

Journal Article

Access Rights

ERA Access

Grant Number

ARC/LP0883563

Access may be restricted.

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