Maintaining an empowered school community: Introducing digital technologies by building digital literacies at Beehive Montessori School. (13th November 2020)

• Record Type: Journal Article
• Authors: Owen, Samantha; Davies, Sharon
• Is Part Of: London review of education. Volume 18:Number 3(2020)
• Page Start: 356
• Page End: 372
• Publication Date: 2020-11-13
• Subjects: action research -- critical friend -- Montessori -- digital literacy -- digital technology; Education -- Research -- Periodicals; 370.05
• DOI: 10.14324/LRE.18.3.03
• Languages: English
• ISSNs: 1474-8460

Abstract

Abstract : page_356 other 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.