Abstract
Many developments suggest that the teacher of the future should focus upon learning environments that operate with physical and virtual spaces for students. Teaching environments should be flexible and responsive shared spaces, co-constructed within such environments. The focus group considered many arguments about the relationship between learning environments and teaching environments, the influences upon their creation and sustainability, and their outputs. The model overleaf provided a means to represent these relationships and ambiguities, giving a framework for our analysis of teaching environments and the role of the teacher in their creation. Each element in the model provided opportunities to identify new areas of research and development to increase the effectiveness of teaching environments in meeting the needs of learners in a continuously changing ICT rich, e-enabled world, including the power and control relationships within and outside schools in their creation and sustainability.
The original version of this chapter was revised: The copyright line was incorrect. This has been corrected. The Erratum to this chapter is available at DOI: 10.1007/978-0-387-35701-0_35
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Akrich, M. (1992). The de-scription of technical objects. In W. E. Bijker and J. Law (Eds), Shaping Technology/Building Society (pp. 205–224 ). Cambridge, MA: MITPress.
Cornu, B. (2003). The Teaching Profession: A Networked Profession in New Networked Environments Keynote Presentation at the IFIP Working Conference on ICT and the Teacher of the Future 26`h January, Melbourne, Australia
DfES (2002). Transforming the Way We Learn: A Vision for the Future of ICT in Schools. London: DfES.
Latour, B. (1996). Social theory and the study of computerized work sites. In W. J. Orlikowski, G. Walsham, M. R. Jones and J. DeGros (Eds), Information Technology and Changes in Organizational Work (pp. 295–307 ). London: Chapman and Hall.
Mc Guiness, C. (1999). From Thinking Skills to Thinking Classrooms. Research Brief No. 115, Department for Education and Employment, UK.
Nielsen, J. (1993). Usability Engineering. London: Academic Press.
Pouts Lajus, S., Wegerijf, R. and Kârpäti, A. (Eds) (in press). EMILE — Observation and analysis of uses of ICT in European primary and secondary schools: An intercultural approach. Studies in Educational Research in Europe — European Educational Research Association (EARL!). Amsterdam: Kluwer.
Sinkkonen, I., Kuoppala, H., Parkkinen, J. and Vastamäki, R. (2002). Käytettävyyden Psykologia. Helsinki, Finland: IT Press.
Venezky, R. and Kârpdti, A. (Eds) (in press). Case studies on ICT and educational change — Issues from the OECD project: ICT and the quality of learning. A special Issue of ECI (Education, Communication and Information).
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2003 IFIP International Federation for Information Processing
About this chapter
Cite this chapter
Kendall, M. (2003). Reports of Focus Group Discussions: Group E — Teaching Environments: Key Influences and Considerations. In: Dowling, C., Lai, KW. (eds) Information and Communication Technology and the Teacher of the Future. IFIP — The International Federation for Information Processing, vol 132. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35701-0_33
Download citation
DOI: https://doi.org/10.1007/978-0-387-35701-0_33
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4757-1041-0
Online ISBN: 978-0-387-35701-0
eBook Packages: Springer Book Archive