Semantic web technologies for education – time for a ‘turn to practice’?

Carmichael, Patrick

doi:10.1080/1475939x.2012.696788

Cited by 24 publications

(15 citation statements)

References 48 publications

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“…In response to Carmichael and Jordan's (2012) call for 'a turn to practice', this study documented essential professional practices that were central to the participants' self-initiated professional learning: information retrieval and resources aggregation, cooperation, collaboration, reflections and socialising. Information retrieval and cooperation amongst teachers have been identified in previous research (Xerri, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Little is known about a whole repertoire of teachers' professional practices through PLNs. However, as Carmichael and Jordan (2012) argued, the theorisation, design and implementation of digital technologies in education require more than describing technologies available, their transformative potential or desired learning outcomes. They called for 'a turn to practice' (p. 162) and research of meaning-making practices and discourses around them.…”

Section: Personal Learning Networkmentioning

confidence: 99%

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Teachers’ self-initiated professional learning through Personal Learning Networks

Tour

2016

Technology, Pedagogy and Education

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It is widely acknowledged that to be able to teach language and literacy with digital technologies, teachers need to engage in relevant professional learning. Existing formal models of professional learning are often criticised for being ineffective. In contrast, informal and self-initiated forms of learning have been recently recognised as meaningful and relevant but little is known about these authentic learning experiences for professional purposes. This article investigates three teachers' self-initiated professional learning about digital technologies through their Personal Learning Networks. The analysis identified that the participants' everyday digital literacy practices provided opportunities for a range of professional practices that supported learning about digital technologies: information retrieval and resources aggregation, cooperation, collaboration, reflections and socialising. It also revealed that the teachers considered this form of learning as valuable. The article concludes by discussing how knowledge about self-initiated professional learning might be used to draw out some implications for teachers' professional development.

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Section: Discussionmentioning

confidence: 99%

Section: Personal Learning Networkmentioning

confidence: 99%

Teachers’ self-initiated professional learning through Personal Learning Networks

Tour

2016

Technology, Pedagogy and Education

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“…Again, Poore's article on the 'Next Generation Web' (also referred to as 'Web 3.0' or the 'Semantic Web') draws on humanist philosophical positions to highlight the importance of teachers being able to 'judge well on the part of both teacher and learner' as to the role that new web technologies, with all of their implications, potentials and risks, might play in pedagogical practice. This reinforces and adds an additional theoretical dimension to the argument presented in the 2012 Special Issue of TPE on the Semantic Web (Carmichael & Jordan, 2012), in which it was argued that for all of the claims about these emerging web technologies, what we needed was accounts of how they were understood, implemented and incorporated 'in practice'.…”

Section: Editorialmentioning

confidence: 63%

Editorial

Carmichael

2014

Technology, Pedagogy and Education

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“…Semantic web technologies include metadata standards, data conversion utilities, visualization tools and, most importantly in the context of this article, ontologies. These structured representations of domain knowledge underpin description of objects and concepts, data exchange and linkage, and while they are an essential element of the machine reasoning across the linked databases of the semantic web described by Berners-Lee et al (2001), they are also useful in ''standalone'' applications (see Carmichael & Jordan, 2012, for a more extensive discussion of these issues).…”

Section: Semantic Web Technologies In Educationmentioning

confidence: 99%