Emergent Collectivity: teachers as interdependent e-designers of professional development in K-6 Science and Technology

References

• Barab , S. and Squire , K. 2004 . Design-based Research: putting a stake in the ground . Journal of the Learning Sciences , 13 : 1 – 14 .
   Web of Science ®Google Scholar
• Barab , S. , Mackinster , J. and Scheckler , R. 2004 . “ Designing System Dualities: characterising an online professional development community ” . In Designing for Virtual Communities in the Service of Learning. , Edited by: Barab , S. , Kling , R. and Gray , J. Cambridge : Cambridge University Press .
   Google Scholar
• Bloom , H. 2000 . Global Brain: the evolution of Mass Mind from the Big Bang to the 21st century , New York : John Wiley & Sons .
   Google Scholar
• Brown , A. 1992 . Design Experiments: theoretical and methodological challenges in creating complex interventions in classroom settings . Journal of Learning Sciences , 2 : 141 – 178 .
   Google Scholar
• Brunvand , S. , Fishman , B. and Marx , R. Moving Professional Development . Meeting the Needs and Expectations of All Teachers . April 21–25 , Chicago . paper presented at the Annual Meeting of the American Educational Research Association ,
   Google Scholar
• Capra , F. 2002 . The Hidden Connections: a science for sustainable living , London : HarperCollins .
   Google Scholar
• Clendinning , J. , Shepherd , J. and Schaverien , L. 2002 . “ Rethinking E-learning Design on Generative Learning Principles ” . In Winds of Change in the Sea of Learning Proceedings of the 19th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) vol. 2 , Edited by: Williamson , A. , Gunn , C. , Young , A. and Clear , T. Auckland : UNITEC .
   Google Scholar
• Cobb , P. , Confrey , J. , diSessa , A. , Lehrer , R. and Schauble , L. 2003 . Design Experiments in Educational Research . Educational Researcher , 32 : 9 – 13 .
   Google Scholar
• Design-based Research Collective . 2003 . Design-based Research: an emerging paradigm for educational inquiry . Educational Researcher , 32 ( 1 ) : 5 – 8 .
   Google Scholar
• Edelman , G. 1993 . Neural Darwinism: selection and reentrant signaling in higher brain function . Neuron , 10 : 115 – 125 .
   PubMed Web of Science ®Google Scholar
• Eraut , M. Conceptual Analysis and Research Questions: do the concepts of learning community and community of practice provide added value? . April 1–5 , New Orleans . paper presented at the Annual Meeting of the American Educational Research Association ,
   Google Scholar
• Fletcher , G. 1995 . The Scientific Credibility of Folk Psychology , Mahwah : Lawrence Erlbaum Associates .
   Google Scholar
• Forsyth , L. Towards a Smart Mob: investigating an e-collective for the professional renewal of primary science and technology teachers , Sydney, Sydney , , Australia : University of Technology . (in preparation) Unpublished PhD thesis
   Google Scholar
• Forsyth , L. and Schaverien , L. “ Making Collectivity Visible: a generative and technological way forward for educational research ” . In International Journal of Computer-supported Collaborative Learning under review
   Google Scholar
• Grossman , P. , Wineburg , S. and Woolworth , S. 2001 . Towards a Theory of Teacher Community . Teachers College Record , 103 : 942 – 1012 .
   Web of Science ®Google Scholar
• Hall , R. and Schaverien , L. 2001 . Families' Participation in Young Children's Science and Technology Learning . Science Education , 85 : 454 – 481 .
   Web of Science ®Google Scholar
• Hewitt , J. 2004 . “ An Exploration of Community in a Knowledge Forum Classroom: an activity system analysis ” . In Designing for Virtual Communities in the Service of Learning , Edited by: Barab , S. , Kling , R. and Gray , J. Cambridge : Cambridge University Press .
   Google Scholar
• Hiebert , J. , Gallimore , R. and Stigler , J. W. 2002 . A Knowledge Base for the Teaching Profession: what would it look like and how can we get one? . Educational Researcher , 31 ( 5 ) : 3 – 15 .
   Google Scholar
• Johnson , D. and Johnson , R. T. 1996 . “ Cooperation and the Use of Technology ” . In Handbook of Research for Educational Communications and Technology , Edited by: Jonassen , D. New York : Simon & Schuster Macmillan .
   Google Scholar
• Kling , R. and Courtright , C. 2004 . “ Group Behaviour and Learning in Electronic Forums: a socio-technical approach ” . In Designing for Virtual Communities in the Service of Learning , Edited by: Barab , S. , Kling , R. and Gray , J. Cambridge : Cambridge University Press .
   Google Scholar
• Lamon , M. , Reeve , R. and Caswell , B. Finding Theory in Practice: collaborative networks for professional learning . April 19–23 , Montreal . paper presented at the Annual Meeting of the American Educational Research Association ,
   Google Scholar
• Lave , J. and Wenger , E. 1991 . Situated Learning: legitimate peripheral participation , Cambridge : Cambridge University Press .
   Google Scholar
• Liebermann , A. P. 1995 . Practices that support teacher development . Phi Delta Kappan , 76 ( 8 ) : 591 – 596 .
   Web of Science ®Google Scholar
• Linn , M. and Hsi , S. 2000 . Computers, Teachers, Peers , Mahwah : Erlbaum .
   Google Scholar
• Maor , D. 2003 . The Teacher's Role in Developing Interaction and Reflection in an Online Learning Community . Educational Media International , 40 : 127 – 137 .
   Google Scholar
• Maturana , H. R. and Varela , F. 1987 . The Tree of Knowledge: the biological roots of human understanding , Boston : Shambhala Publications .
   Google Scholar
• Palincsar , A. , Magnusson , N. , Brown , N. and Ford , D. 1998 . Designing a Community of Practice: principles and practices of the GisML community . Teaching and Teacher Education , 14 : 5 – 19 .
   Web of Science ®Google Scholar
• Papert , S. 1980 . Mindstorms: children, computers and powerful ideas , Brighton : Harvester Press .
   Google Scholar
• Plotkin , H. 1994 . The Nature of Knowledge , London : Allen Lane/Penguin .
   Google Scholar
• Scardamalia , M. and Bereiter , C. 1994 . Computer Support for Knowledge-building Communities . Journal of the Learning Sciences , 3 : 265 – 283 .
   Google Scholar
• Schaverien , L. 2003 . Teacher Education in the Generative Virtual Classroom: developing learning theories through a web-delivered, technology-and-science education context . International Journal of Science Education , 25 : 1451 – 1469 .
   Web of Science ®Google Scholar
• Schaverien , L. and Cosgrove , M. 1997 . Learning to Teach Generatively: mentorsupported professional development and research in technology-and-science . Journal of the Learning Sciences , 6 : 317 – 346 .
   Web of Science ®Google Scholar
• Schaverien , L. and Cosgrove , M. 1999 . A Biological Basis for Generative Learning in Technology-and-Science: Part I – a theory of learning . International Journal of Science Education , 21 : 1223 – 1235 .
   Web of Science ®Google Scholar
• Schaverien , L. and Cosgrove , M. 2000 . A Biological Basis for Generative Learning in Technology-and-Science: Part II – implications for technology-and-science education . International Journal of Science Education , 22 : 13 – 35 .
   Web of Science ®Google Scholar
• Schlager , M. S. and Fusco , J. 2004 . “ Teacher Professional Development, Technology and Communities of Practice: are we putting the cart before the horse? ” . In Designing for Virtual Communities in the Service of Learning , Edited by: Barab , S. , Kling , R. and Gray , J. Cambridge : Cambridge University Press .
   Google Scholar
• Schwen , T. M. and Hara , N. 2004 . “ Community of Practice: a metaphor for online design? ” . In Designing for Virtual Communities in the Service of Learning , Edited by: Barab , S. , Kling , R. and Gray , J. Cambridge : Cambridge University Press .
   Google Scholar
• Seels , B. , Campbell , S. and Talsma , V. 2003 . Supporting Excellence in Technology through Communities of Learners . Educational Technology, Research and Development , 51 : 91 – 105 .
   Web of Science ®Google Scholar
• Senge , P. , Kleiner , A. , Roberts , C. , Ross , R. and Smith , B. 1994 . The Fifth Discipline Fieldbook: strategies and tools for building a learning organisation , New York : Doubleday .
   Google Scholar
• Stein , M. , Smith , M. and Silver , E. 1999 . The Development of Professional Developers: learning to assist teachers in new ways . Harvard Educational Review , 69 : 937 – 969 .
   Web of Science ®Google Scholar
• Surowiecki , J. 2004 . The Wisdom of Crowds: why the many are smarter than the few and how collective wisdom shapes business, economies, societies, and nations , New York : Doubleday .
   Google Scholar
• Thelen , E. and Smith , L. 1994 . A Dynamic Systems Approach to the Development of Cognition and Action , Cambridge , MA : MIT Press .
   Google Scholar
• Varela , F. , Thompson , E. and Rosch , E. 1991 . The Embodied Mind: cognitive science and human experience , Cambridge , MA : MIT Press .
   Google Scholar
• Vygotsky , L. S. 1978 . “ Mind in Society: development of higher psychological processes ” . In Mind in Society: development of higher psychological processes , Edited by: Cole , M. , John-Steiner , V. , Scribner , S. and Souberman , M. Cambridge , MA : Harvard University Press .
   Google Scholar
• Wenger , E. , McDermott , R. and Snyder , W. 2002 . Cultivating Communities of Practice: a guide to managing knowledge. , Boston : Harvard Business School Publishing .
   Google Scholar
• Wenger , E. 1998 . Communities of Practice: learning, meaning and identity , Cambridge : Cambridge University Press .
   Google Scholar
• Whitehead , J. 1998 . Interview with Dr Jonathon Miller [video] , London : Horizon .
   Google Scholar
• Woolgar , S. 1988 . Science: the very idea , Chichester : Ellis Horwood .
   Google Scholar
• Yamagata-Lynch , L. S. Community of Practice: what is it, and how can we use this metaphor for teacher professional development? . November 8–12 . paper presented at the National Convention of the Association for Educational Communications and Technology Atlanta ,
   Google Scholar