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dc.contributor.authorBlakeney-Williams, Marilyn
dc.date.accessioned2011-09-15T02:40:09Z
dc.date.available2011-09-15T02:40:09Z
dc.date.issued2011
dc.identifier.citationBlakeney-Williams, M. (2011). A teacher’s voice: Embracing change to make a difference. Computers in New Zealand Schools: Learning Teaching Technology, 23(1), 1-19.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/5738
dc.description.abstractThe challenge to understand the impact and demands of new forms of literacy for teachers with considerable expertise is intensified when making sense of multiple forms of texts. This paper examines how an experienced teacher made changes to her literacy pedagogy when faced with a class problem for which she felt unprepared. The story is told predominantly through the voice of the teacher using her reflective journal. An example of Web 2.0 technology, specifically the construction of a wiki, is planned and implemented to reflect the teacher’s changing views of literacy. The key focus is how this teacher will transition her practice to meet the new demands of literacy teaching, what critical moves are required of her in order to do this and how does she shift from the traditional role of facilitator to designer of online learning. Through such analysis it is proposed that it is possible for an experienced teacher to theorise, implement and adopt a stance that encompasses a broader view of literacy and literacy instruction.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Otago, New Zealanden_NZ
dc.relation.urihttp://www.otago.ac.nz/cdelt/otago064431.pdfen_NZ
dc.rightsThis article has been published in the journal: Computers in New Zealand Schools: Learning Teaching Technology. Used with permission.en_NZ
dc.subjecteducationen_NZ
dc.titleA teacher’s voice: Embracing change to make a differenceen_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfComputers in New Zealand Schoolsen_NZ
pubs.begin-page1en_NZ
pubs.elements-id36196
pubs.end-page19en_NZ
pubs.issue1en_NZ
pubs.volume23en_NZ


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