Owen, S;
Davies, S;
(2020)
Maintaining an empowered school
community: Introducing digital
technologies by building digital literacies at
Beehive Montessori School.
London Review of Education
, 18
(3)
pp. 356-372.
10.14324/LRE.18.3.03.
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Abstract
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 schoolidentified virtues and utilized the three-period lesson to teach it, all of which was consistent with Montessori pedagogy.
| Type: | Article |
|---|---|
| Title: | Maintaining an empowered school community: Introducing digital technologies by building digital literacies at Beehive Montessori School |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/LRE.18.3.03 |
| Publisher version: | https://doi.org/10.14324/ LRE.18.3.03 |
| Language: | English |
| Additional information: | © 2020 Owen and Davies. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/ by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original authors and source are credited. |
| Keywords: | action research, critical friend, Montessori |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10124638 |
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