Networked knowledge: challenges for teacher education [Editorial]

Albion, Peter and Maddux, Cleborne D. (2007) Networked knowledge: challenges for teacher education [Editorial]. Journal of Technology and Teacher Education, 15 (3). pp. 303-310. ISSN 1059-7069

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Abstract

Since 1990, the World Wide Web has caused an inversion in the information economy of education. Where a traditional view of education characterized teachers as dispensers of knowledge, the second half of the twentieth century witnessed a shift towards an alternative paradigm in which knowledge is viewed as constructed by the learner from personal and shared experience. In an information-rich environment, education is likely to be less about accumulating information and more about transforming it in ways that make it more useful. Although the evolution of a networked knowledge economy may eventually require responses in many aspects of education, at least three areas are already evident. These are questions of knowledge as property attaching to concepts such as copyright and plagiarism, development of processes and skills for effective collaboration, and the problem of assessment of student learning if it is accepted that knowledge may exist in the network rather than the individual.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: No
Item Status: Live Archive
Additional Information: Deposited in accordance with the copyright policy of the publisher.
Depositing User: Assoc Prof Peter Albion
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 18 Mar 2008 02:55
Last Modified: 02 Jul 2013 23:00
Uncontrolled Keywords: knowledge, network, teacher education
Fields of Research (FOR2008): 13 Education > 1301 Education Systems > 130199 Education systems not elsewhere classified
13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
URI: http://eprints.usq.edu.au/id/eprint/4003

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