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Theory of Knowledge Influencing ICT Practices in International Baccalaureate Curriculum

This paper explores how the contextualisation of knowledge for individuals might influence the teaching spaces and teaching practices that are emerging in eLearning environments. The Theory of Knowledge (TOK) program in the International Baccalaureate Curriculum (IB) provides a scaffold to interrogate information and in turn influence knowledge construction. The TOK program provides a three step scaffold that promotes knowledge creation and acquisition, providing a direction for students and teachers as knowledge workers. The increasing number of new ICT tools requires learners in a digital world to adapt and apply the theory of knowledge to a new and unfamiliar processes. In a digital age various new tools provide different arenas for students to collaborate and to create knowledge. This paper outlines a professional development approach as part of an action learning program for teachers in an IB school to begin to create new ways of working with ICT.
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