Paper - Refereed

Over the past decades, the use of electronic devices (mobile phone, PDA) and online environments in the educational domain has increased. Along with the use of digital tools comes misuse or abuse. The later are labelled under the umbrella term of cyber violence, which is now a recognised, expeditious and insidious phenomenon. The social and emotional impact and psychological damage on children and adolescents is substantial. Cyber safety is promoted as an antidote, with resources (websites, educational kits, instructional and/or curriculum materials, training courses) proliferating.
This paper summarises the findings of a research project which applied the means-end chain methodology to analyse the relationship between the personal values of teachers and eLearning system functionalities. While eLearning is being promoted for implementation in learning and teaching settings, there is a lack of understanding of the critical functionalities of eLearning systems which teachers perceive are useful so that there is likelihood that teachers will continue using eLearning systems.
Today many groups seek to foster communities of practice in order to serve the needs of professional development, change management, quality or other professional goals. This research was instigated by an unsuccessful attempt to foster teacher professional development by creating community in an online community space. The strengths of developing a web site to bring teachers together to engage and exchange ideas may have been understood at the outset of that task.
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.
ACCE Partners
ACCE Partners
ACCE Partners
ACCE Partners