Critical Inquiry and Ecologies of Learning: New Teachers’ ICT (Information and Communications Technologies) Leadership in a Teacher Education Program

• In Event: Poster Session 17
  In Poster Session: Leadership in Teacher Education

Abstract

Information and communications technologies (ICT) are playing a transformational role in shaping the emergence of world events. Despite massive investments in ICT infrastructure, educators do not regularly use ICT in their professional practice. This study investigated the possibility of new teachers providing ICT leadership during their practicum and induction year. The theoretical approach is based on enactivism, conceptualizing embodied minds emerging within linguistic cognitive domains as ecologies of learning. Critical inquiry processes were used to develop participants' skill and knowledge of ICT affordances through collaborative learning experiences. We found evidence of institutional isomorphism shaping new teachers ICT perspectives and practices, as well as evidence that new teachers can provide emergent ICT leadership to their in-service colleagues.

Authors

• Jenny Arntzen, The University of British Columbia

• Don H. Krug, The University of British Columbia