No abstract

No abstract

No abstract

No abstract

In New Zealand in order to provide authentic learning experiences teachers are counselled to access Communities of Practice (CoP) (Ministry of Education 2007). This research provides information about teachers' interactions with CoPs and the implication of this access on their pedagogy. A range of interactions occurred which was influenced by how teachers perceived this use of a CoP representative in their classrooms. These styles of interactions were used by the teachers to create a 'deep, broad learning experience' for their students as they developed their technological practice. Two interaction strategies occurred that placed either the CoP in control or the teacher in control. When the teacher was in control four interaction styles occurred with the teacher managing the interaction of the CoP representative. This management allowed the teacher to filter the degree of direct interaction. This research shows that technology teachers' belief systems affected the pedagogy of the CoP-student interaction.

No abstract

No abstract

No abstract