%0 Book Section %1 Albion2018 %A Albion, Peter R. %A Tondeur, Jo %B Second Handbook of Information Technology in Primary and Secondary Education %C Cham %D 2018 %E Voogt, Joke %E Knezek, Gerald %E Christensen, Rhonda %E Lai, Kwok-Wing %I Springer International Publishing %K agency teachers technology transformation %P 381-396 %R 10.1007/978-3-319-53803-7_25-2 %T Information and Communication Technology and Education: Meaningful Change through Teacher Agency %U https://doi.org/10.1007/978-3-319-53803-7_25-2 %X The quality of teachers is a very strong influence on the quality of education. In an era when societies and technologies are changing rapidly, both the nature of the education that is appropriate and the means available for its delivery are also changing rapidly. Hence, if teachers are to contribute to the ongoing transformation of societies by transforming education through the use of technologies, they will need to engage in personal transformation through ongoing learning. The wide variety of contexts in which teachers work with differing resources, the variability in their prior learning and in the needs of learners, the rapid changes in technologies, and the shifting expectations of society make it impossible for central authorities to prescribe educational experiences that will be suitable for all circumstances. Teachers must be empowered to practice their profession by orchestrating resources and activities to match educational provision to learners' needs. Recognizing the agency of teachers as professionals is essential to enlisting them as contributors to the ongoing transformation of education through application of ICT. This chapter addresses the essential role of teacher agency in the transformation of teachers and the education systems in which they work. %@ 978-3-319-53803-7

@inbook{Albion2018, abstract = {The quality of teachers is a very strong influence on the quality of education. In an era when societies and technologies are changing rapidly, both the nature of the education that is appropriate and the means available for its delivery are also changing rapidly. Hence, if teachers are to contribute to the ongoing transformation of societies by transforming education through the use of technologies, they will need to engage in personal transformation through ongoing learning. The wide variety of contexts in which teachers work with differing resources, the variability in their prior learning and in the needs of learners, the rapid changes in technologies, and the shifting expectations of society make it impossible for central authorities to prescribe educational experiences that will be suitable for all circumstances. Teachers must be empowered to practice their profession by orchestrating resources and activities to match educational provision to learners' needs. Recognizing the agency of teachers as professionals is essential to enlisting them as contributors to the ongoing transformation of education through application of ICT. This chapter addresses the essential role of teacher agency in the transformation of teachers and the education systems in which they work.}, added-at = {2024-01-08T12:12:11.000+0100}, address = {Cham}, author = {Albion, Peter R. and Tondeur, Jo}, biburl = {https://www.bibsonomy.org/bibtex/234510d47fb135c6b0eb57ee67fae8c46/yish}, booktitle = {Second Handbook of Information Technology in Primary and Secondary Education }, doi = {10.1007/978-3-319-53803-7_25-2}, editor = {Voogt, Joke and Knezek, Gerald and Christensen, Rhonda and Lai, Kwok-Wing}, interhash = {3e7ad9cfe52ce18e0b21e7a7db5a2375}, intrahash = {34510d47fb135c6b0eb57ee67fae8c46}, isbn = {978-3-319-53803-7}, keywords = {agency teachers technology transformation}, pages = {381-396}, publisher = {Springer International Publishing}, timestamp = {2024-01-08T12:12:11.000+0100}, title = {Information and Communication Technology and Education: Meaningful Change through Teacher Agency}, url = {https://doi.org/10.1007/978-3-319-53803-7_25-2}, year = 2018 }