Are teachers ready to teach in the knowledge society? Considerations based on empirical findings

Joke Voogt

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

Abstract

Our society is moving towards a knowledge society, in which Information and Communication Technology has a crucial place. It is argued that these societal changes also imply that curricula and pedagogy have to change. This contribution discusses which competencies teachers need to be able to teach in the knowledge society. Findings from empirical studies suggest that teachers not only need positive attitudes towards Information and Communication Technology, they also need knowledge and skills to be able to integrate ICT and pedagogy in creative ways. Finally, to be able to enact the change that is required from teachers a broader view on the teacher profession is needed. Teachers need to become teacher leaders who are able and willing to collaborate with other teachers in preparing themselves for 21st century teaching. It is acknowledged that the changes required from teachers cannot be singled out, but should be part of a systemic change effort in which also schools and policy is involved.
Original languageEnglish
Title of host publicationJahrbuch Medienpädagogik 9
EditorsRenate Schulz-Zander, Birgit Eickelmann, Horst Niesyto, Heinz Moser, Petra Grell
Place of PublicationWiesbaden
PublisherVS Verlag für Sozialwissenschaften
Pages17-28
Number of pages12
ISBN (Print)978-3-531-18119-6
DOIs
Publication statusPublished - 2012

Keywords

  • IR-86951
  • METIS-283261

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    Voogt, J. (2012). Are teachers ready to teach in the knowledge society? Considerations based on empirical findings. In R. Schulz-Zander, B. Eickelmann, H. Niesyto, H. Moser, & P. Grell (Eds.), Jahrbuch Medienpädagogik 9 (pp. 17-28). Wiesbaden: VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-94219-3_2