|
Dr Michelle Selinger
I spent
many years as a classroom teacher, then the same number in higher education
as a teacher educator and latterly directing a research centre for new
technology in education at the I was
involved in the World Economic Forum’s Global
Education Initiative and worked extensively on the inaugural Jordan Education Initiative as the
education strategist for the Program Management Office and advised on the Egyptian Education Initiative and Partnerships
for Education. UNESCO launched the ICT
Competency Framework for Teachers which I helped to develop. I am Adjunct Professor in the Faculty of Education and
Social Work at the I began my involvement with Cisco
in May 2000 when I was seconded to help establish Imfundo: Partnership for
IT in Education, based at the UK Department for
International Development, as the education consultant on the first phase of
this initiative. Imfundo was one of the UK Prime Minister’s millennium
initiatives and was charged with exploring the potential for ICT to improve
the quality of and access to education in sub-Saharan My journey in teaching began
first as a mathematics and economics teacher in UK secondary schools. Between
1991 and 1997 I worked at the Open University and authored modules on a
number of education courses including the I have the fairly unique experience
of having worked in traditional, distance and online education in all sectors
from primary schools to universities as well as vocational education and
training, thus providing me with an extensive understanding of the need for
progression and continuity in the lifelong learning agenda. My knowledge and
understanding of educational issues goes beyond the My personal research interests are
in exploring effective pedagogies with a special interest in cultural
factors, understanding how social networking tools can be used effectively in
formal education and link with informal learning, and the role of teachers in
technology-supported learning environments, and with students learning
through ICT in traditional classroom settings. I have led a number of
evaluation projects on technology enabled learning and has published widely
on many aspects of ICT in education in academic and professional journals. On
joining Cisco I completed an extensive evaluation of the Cisco Networking
Academy Program in 11 countries in 2002. I was a member of the second
chamber of the eEurope 2005 Action Plan Advisory Group which informed the
European Union i2010 initiative. I sit on steering committees for various ICT
and education initiatives and I am regularly invited to speak at conferences
and meetings both in the Some recent publications Selinger, M.
(2008) ICT in education: catalyst for development. In T. Unwin (Ed). ICT4D: Information and Communication
Technology for Development, Selinger, M.,
Wynn, J. & Cevenini, P. (2008) The future of
school. A point of view, IBSG. Selinger, M,
Stewart-Weeks, M., Wynn, J. & Cevenini, P.
(2008) One-to-one computing: Is this the best option for learners? A Point of
View, IBSG. Selinger,
M. (2006) I Teach You, You Teach Me,
Keynote Address, Proceedings of SITE, Gibson,
I. & Selinger, M. (2006) Technology, learning, and culture: Issues of
‘learning imperialism’ in technology-rich, global learning environments,
Proceedings of SITE 2006, Selinger, M.
(2005) What is content? Proceedings of
WCCE 2005, Gibson, I.
& Selinger, M. (2005) Technology
dissonance: climbing the mountain of global learning and cultural relevance, Proceedings of WCCE 2005, Cape Town,
South Africa, 4-7 July Selinger, M.
(2005) Developing an understanding of blended learning: a personal
journey. In C. Bonk and C. Graham (Eds) Handbook of
Blended Learning: Global Perspectives, Local Designs. Selinger, M.
(2005) ICT in the global classroom. In S.Wheeler
(Ed) Transforming Primary ICT. Selinger, M.
(2005) Addressing Key Skill Shortages in the International Information
Technology Industry. In R. Paton, G. Peters, J. Storey & Selinger, M.
(2005) ICT tools and applications. In M Leask and N
Pachler (Eds) Learning to Teach using ICT in the
Secondary School 2nd edition Abingdon, Routledge
Falmer Selinger, M.
(2004) Connected
Schools. Selinger, M. & Gibson, Selinger, M
(2004) Learning from each other. In J. Pearson & S. Trinidad (Eds). The Next
Step: Effective ICT Leadership, Change and Models of Best Practice.
Pearson Education 2004 Kirschner, P. A., & Selinger, M. Benchmarks for
teacher education with respect to ICT. In C. Vrasidas
& G. V. Glass (Eds.), Current
Perspectives in Applied Information Technologies: Preparing teachers to teach
with technology. Selinger, M. (2004) The role of local instructors in
making global elearning programmes culturally and pedagogically relevant. In
A. Brown & N. Davis, World Yearbook
2004 ‘Digital technologies, communities and education’, Selinger, M. (2004) The cultural and pedagogical
implications of a global elearning programme. Kirschner,
P. & Selinger, M. (2003) The State of Selinger, M. & Austin, R. (2003) A comparison of
the influence of government policy on ICT for teacher training and in Selinger, M. (2003) The roles and responsibilities
of teachers in teaching and learning with technology. In H.S. Dhindsa, L.S Bee, P Achleitner,
M.A Clements (Eds)
Studies in Science, Mathematics and
Technical Education, Gadong , Brunei Darussalem, 307-325 Selinger, M. (2002) Teacher training in sub-Sahara Posted: 2nd November,
2008 |
