Standard
Harvard
Passey, D 2013,
Educational transformation with open and social technologies in the non-formal school curriculum: an analysis of three case studies in the United Kingdom. in T Ley, M Ruohonen, M Laanpere & A Tatnall (eds),
Open and Social Technologies for Networked Learning : Ifip Wg 3.4 International Conference, Ost 2012, Tallinn, Estonia, July 30 - August 3, 2012, Revised Selected Papers.. Springer Verlag, Berlin.
APA
Passey, D. (2013).
Educational transformation with open and social technologies in the non-formal school curriculum: an analysis of three case studies in the United Kingdom. In T. Ley, M. Ruohonen, M. Laanpere, & A. Tatnall (Eds.),
Open and Social Technologies for Networked Learning : Ifip Wg 3.4 International Conference, Ost 2012, Tallinn, Estonia, July 30 - August 3, 2012, Revised Selected Papers. Springer Verlag.
Vancouver
Passey D.
Educational transformation with open and social technologies in the non-formal school curriculum: an analysis of three case studies in the United Kingdom. In Ley T, Ruohonen M, Laanpere M, Tatnall A, editors, Open and Social Technologies for Networked Learning : Ifip Wg 3.4 International Conference, Ost 2012, Tallinn, Estonia, July 30 - August 3, 2012, Revised Selected Papers.. Berlin: Springer Verlag. 2013
Author
Bibtex
@inbook{0361bf9b686841a4b6abe9b770f29648,
title = "Educational transformation with open and social technologies in the non-formal school curriculum: an analysis of three case studies in the United Kingdom",
abstract = "This paper explores ways that open and social technologies relate to educational transformation, analysing three case studies of exemplar school-based projects. Schools in England have been asked to develop {\textquoteleft}educational transformation{\textquoteright}. Although there is no single definition, aspects of community and social interactions and networking are intended, as is development of appropriate uses of digital technologies. Managing educational transformation with digital technologies requires knowledge, levels of expertise, and willingness to manage innovation. Curriculum position and intention, management models and roles of intergenerational learning are fundamental to developments. Future implications for educational support and schools are considered.",
author = "Don Passey",
year = "2013",
language = "English",
isbn = "9783642372841",
editor = "Tobias Ley and Mikko Ruohonen and Mart Laanpere and Arthur Tatnall",
booktitle = "Open and Social Technologies for Networked Learning",
publisher = "Springer Verlag",
}
RIS
TY - CHAP
T1 - Educational transformation with open and social technologies in the non-formal school curriculum
T2 - an analysis of three case studies in the United Kingdom
AU - Passey, Don
PY - 2013
Y1 - 2013
N2 - This paper explores ways that open and social technologies relate to educational transformation, analysing three case studies of exemplar school-based projects. Schools in England have been asked to develop ‘educational transformation’. Although there is no single definition, aspects of community and social interactions and networking are intended, as is development of appropriate uses of digital technologies. Managing educational transformation with digital technologies requires knowledge, levels of expertise, and willingness to manage innovation. Curriculum position and intention, management models and roles of intergenerational learning are fundamental to developments. Future implications for educational support and schools are considered.
AB - This paper explores ways that open and social technologies relate to educational transformation, analysing three case studies of exemplar school-based projects. Schools in England have been asked to develop ‘educational transformation’. Although there is no single definition, aspects of community and social interactions and networking are intended, as is development of appropriate uses of digital technologies. Managing educational transformation with digital technologies requires knowledge, levels of expertise, and willingness to manage innovation. Curriculum position and intention, management models and roles of intergenerational learning are fundamental to developments. Future implications for educational support and schools are considered.
M3 - Chapter (peer-reviewed)
SN - 9783642372841
BT - Open and Social Technologies for Networked Learning
A2 - Ley, Tobias
A2 - Ruohonen, Mikko
A2 - Laanpere, Mart
A2 - Tatnall, Arthur
PB - Springer Verlag
CY - Berlin
ER -
