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How will teachers identify that curriculum interpretations are authentic reflections of IT experiences in the community?
How will teachers identify that curriculum interpretations are authentic reflections of human processes in the community?
How can we ensure that teachers practice processes and skills and engage in ideas before they interpret these experiences into classroom activities and pedagogical approaches?
How and why will teachers develop a commitment to the global and other contexts, which surrounds the Learning Technology Competencies movement?
How and why will teachers develop a commitment to a futures perspective to learning technology activities in curriculum?
How will teacher knowledge endure beyond the current generation of machines, processes and ideas?
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The workplaces of teachers can be an important rich source of experiences and knowledge about how IT and IT processes are embedded in workplace practice.
The use of IT as an administrative tool,
· for accessing and developing information,
· to communicate internally and externally,
· to manage the affairs of the school/workplace,
· to competently and efficiently manage assessment, enrolment and other information,
· to support teamwork,
· to facilitate participation in shared writing and management tasks and
· to prepare/share curriculum programs and resources;
can provide teachers with process experiences they can share with students and embed into curriculum programs.
Teachers need access to ideas about how workplaces, community groups, government groups, business and industry use information technology. They need support to identify the processes involved that are akin to processes they teach or should teach, irrespective of the age range of their students.
Teachers need to participate in online environments as consumers, producers, family members, community members, citizens and educators in order to understand the world in which their students are growing up.
Teachers need to develop an enriched global perspective of the role of IT in shaping lives, business, government and global community trends.
Teachers need to develop an understanding of the role of learning technology activities in schools and Australia's position in a global networked economy and society.
Teachers need to understand the relationship between school activities and programs, and state and national goals. This should be accompanied by the development of a futures-oriented perspective to interpreting and building curriculum.
Teachers need opportunity to reflect on knowledge and experiences with educators who have similar roles and responsibilities.
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