My parents used to tell me that watching too much TV would make my eyes go square, but I think the real worry is that reading too many articles on a computer screen will! There are too many possibilities out there sometimes, and I am loving the ideas - but like scenario planning, pulling out the general effects and planning for / aiming for those seems to be the way to go!
There are so many things that inspire me to change/revise what I am doing as a teacher and as a principal I think the challenge will be to pick 1 path and start a journey.
The following are some of the articles that I have read and may include in my final assignment. I did intend to include summaries of them on here, but I think I will just attach my completed annotated bibliography to a later post.
I am looking forward to the end of this course with eager anticipation and dread. I have enjoyed the challenges and excitement of new learning, the conversations and questions and will dearly miss the professional discussions I have participated in and eves-dropped on. But I am really looking forward to a little less pressure!
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge. Computers & Education, 52, 154-168.
Davis, N., Eickelmannt, B., & Zaka, P. (2013). Restucturing of educational systems in the digital age from a co-evolutionary perspective. Journal of Computer Assisted Learning, 29, 438-450. doi:10.1111/jcal.12032
Eickelmann, B. (2011). Supportive and hindering factors to a sustainable implemetation of ICT in schools. Journal for Edcuational Research online, 3(1), 75-103.
Ertmer, P., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning. Computers & Education, 64, 175-182.
Kopcha, T. J. (2012). Teachers' perceptions of the barriers to technology integration and practices with technology under situatied professional development. Computers & Education, 59, 1109-1121.
Livingstone, S. (2012). Critical reflectionsin the benefits of ICT in education. Oxford Review of Education, 38(1), 9-24.
Ottenbreit-Leftwich, A. T., Brush, T. A., Strycker, J., Gronseth, S., Roman, T., Abaci, S., . . . Plucker, J. (2012). Preparation versus practice: How do teacher education Programs and prcticing teachers align in their use of technology to support teaching and learning? Computers & Education, 59, 3999-411.
Sherry, L., & Gibson, D. (2002). The path to teacher leadership in educational technology. Contemporary Issues in Technology and Teacher Education [Online serial], 2(2). Retrieved from http://www.citejournal.org/vols/iss2/general/article2.cfm
Timperley, H. (2011). Knowledge and the leadership of learning. Leadership and Policy in Schools, 10(2), 145-170. doi:10.1080/15700763.2011.557519
Vanderlinde, R., & van Braak, J. (2011). A new ICT curriculum for primary education in Flanders: Defining and predicting teacher's perceptions of innovation attributes. Educational Technology & Society, 14(2), 124-135.