Educating the Educators

The emerging general structure

of professional development

6. The culture of a knowledge-building community

5. The management of project-based learning activities

4. The installation of routines in a networked classroom

3. The visualization of new possibilities for learning and teaching

2. The resolution of access issues (basic training, hardware and sofware)

1. The building of social awareness (emerging globewide and local expectations)


The more a teacher is aware of the move towards a knowledge society, of the necessity to confront
new limits in the exploration, collaboration for and social production of knowledge, and of his or
her own role and of the school's in this endeavour, the more he or she may be willing to put in the
extra efforts to access and master the technical possibilities of available new technologies.
Thereafter, the teacher can move to uncover new possibilities for his or her own learning and
teaching. The fruitful inclusion of networked educational resources into the curriculum rests on his
or her knowledge of what is available on the network (intranet and Internet, see Social Interaction Course materials), and requires the installation of new routines in the management of his or her classroom (see Bracewell, 1996). Project-based learning is likely to be part of regular practice, and its management to demand new specific skills (see Studio A). To sustain the cognitive activity of the learner(s) toward more expertise will call for the knowledge of the results of the leading edge of cognitive sciences (see WebCsile).


Excerpt from AERA paper, 1997.