Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/8474
Title: On-Line Designs for Supporting Teacher Epistemic Communities: A Comparative Analysis
Authors: Cohen, Etan
Dishon, Gideon
Lefstein, Adam
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Cohen, E., Dishon, G., & Lefstein, A. (2022). On-line designs for supporting teacher epistemic communities: A comparative analysis. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 131-138). International Society of the Learning Sciences.
Abstract: Over the past four decades, various types of epistemic resources required for teaching, and alternative infrastructures for creating and disseminating them, have been proposed. Today’s proliferation of online tools for teachers means that there are infinitely more possibilities, setting the stage for a reinvigorated discussion surrounding what teachers are expected to do, and how best to support them in their work. In this essay, we offer a comparative analysis of three online platforms for teachers, to identify contemporary conceptions of teaching and to highlight some of the considerations and tradeoffs that should be taken into account when designing such a platform.
Description: Long Paper
URI: https://dx.doi.org/10.22318/icls2022.131
https://repository.isls.org//handle/1/8474
Appears in Collections:ISLS Annual Meeting 2022

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