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Learning and pedagogy in communities of practice. In J. Leach & B. ), Learners and Pedagogy (pp. 21–33).
Org. p=555. , &. Pelletier, C. (2009). Continuing professional development in ICT for teachers: A literature review. Becta, London: WLE Centre. pdf. Downes, T. (2004). Playing and learning with digital technologies - at home and at school. In N. Davis & A. ), Digital Technologies, Communities and Education (pp. 115–131). London. New York. Routledge Falmer. , & Furlong, R. (2003). Screenplay: Children’s Computing in the Home. London: Routledge Falmer. MirandaMods: From Practice to Praxis in Informal Professional Learning Contexts 27 Friere, P.
As far as many commentators are concerned, the extent of the technological intransigence of schools is considerable. For instance, many school buildings have been criticized as being architecturally unsuitable for widespread networked and/or wireless technology use. School leaders and administrators have been accused of lacking the required “vision” to make the most of the educational potential of digital technology. School curricula have been observed widely as being too rigid and entrenched in “pre-information age” ways of thinking.