ERIC Number: EJ1297579
Record Type: Journal
Publication Date: 2020
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1474-8479
EISSN: N/A
Maintaining an Empowered School Community: Introducing Digital Technologies by Building Digital Literacies at Beehive Montessori School
London Review of Education, v18 n3 p356-372 2020
In 2019, educators at Beehive Montessori School (Beehive) in Western Australia implemented their self-defined digital literacies framework. The framework guided their approach to, and use of, digital technologies in their classrooms. Doing so came out of a whole school action research project in which the school became a hub for inquiry and educators, and researchers worked together to identify issues and develop improvement processes. At the project conclusion, the educators and researchers had collaboratively defined a solution that met the mandated curriculum needs and fitted with the school autonomy. Most importantly the project and the solution empowered educators, as it aligned with the school-identified virtues and utilized the three-period lesson to teach it, all of which was consistent with Montessori pedagogy.
Descriptors: Montessori Schools, Foreign Countries, Computer Literacy, Computer Uses in Education, Educational Research, Partnerships in Education, Action Research, Educational Improvement, Teacher Empowerment, Early Childhood Education, Elementary Secondary Education, Educational Change
UCL Press. University College London (UCL), Gower Street, London WC1E 6BT. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A