
Contents
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Introduction and Background Introduction and Background
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Attitudes Attitudes
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Declarations Declarations
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A New Way Forward A New Way Forward
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Activity and Proactivity Activity and Proactivity
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Teacher Education Teacher Education
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The Teacher’s Role The Teacher’s Role
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The Multiple Facets of Technology The Multiple Facets of Technology
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Continual Professional Development Continual Professional Development
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Evidence-Based Education Evidence-Based Education
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Agile Thinking and Practice Agile Thinking and Practice
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Coda Coda
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Notes Notes
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References References
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59 Educators’ Roles and Professional Development
Get accessEvangelos Himonides PhD held the University of London's first ever lectureship in music technology education. He is now Reader in Technology, Education and Music at University College London (UCL), where he teaches extensively on the Master’s program in Music Education and supervises doctoral and post-doctoral researchers. Evangelos edits the Society for Education and Music Psychology Research (SEMPRE) conference series, is associate editor of The Journal of Music, Technology and Education (JMTE), associate editor of Logopedics Phoniatrics Vocology, and associate editor of Frontiers in Psychology. Dr Himonides has developed the free online technologies for Sounds of Intent (soundsofintent.org & eysoi.org) and is a Chartered Fellow (FBCS CITP) of the British Computer Society.
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Published:10 August 2017
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Abstract
This chapter, concerning the ramifications of technology and technological change on teacher training and education programs, offers five points as essential. First, the role of technology in education is central. Second, technology can foster the development of teachers’ critical thinking. Third, teachers cannot be passive recipients of educational reforms and need to be in a position to shape their own and their students’ learning. Fourth, it is the social facet of technology that will play a leading role in teachers’ competence, credentialing, and professional development. Fifth, technology is becoming mature enough to allow us to re-rehearse the notion of evidence-based education in a completely novel way.
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