عنوان

Strengthening teacher trainers´ICT competencies through ICT design teams:

Number

LA107843

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Strengthening teacher trainers´ICT competencies through ICT design teams:

General Material Designation

[Article]

Other Title Information

lessons learned

First Statement of Responsibility

Bram Pynoo

Place of Publication, Distribution, etc.

Leiden

Name of Publisher, Distributor, etc.

Brill

Text of Note

In order for teacher trainers to effectively integrate ICT in their teaching practice and serve as a model to their pre-service teachers, teacher training should consist of technological, pedagogical and content knowledge. One way to achieve this is by setting up collaborative (design) teams. In this contribution four cases of ICT design teams are presented, each starting from a different perspective. The functioning of the design teams is assessed by making use of two recently developed frameworks. The team leaders are vital for the functioning of their team, and all teams succeed (at least to some extent) in designing learning materials and strengthening the ICT competences of the team members. Other success factors are the networked nature of the design teams and the personal interest of the team members; whereas time and duration of the project were the limiting factors. The project ran over two academic years; limiting the activities of the design team to one school-year might have led to fewer drop-outs and more involvement. In order for teacher trainers to effectively integrate ICT in their teaching practice and serve as a model to their pre-service teachers, teacher training should consist of technological, pedagogical and content knowledge. One way to achieve this is by setting up collaborative (design) teams. In this contribution four cases of ICT design teams are presented, each starting from a different perspective. The functioning of the design teams is assessed by making use of two recently developed frameworks. The team leaders are vital for the functioning of their team, and all teams succeed (at least to some extent) in designing learning materials and strengthening the ICT competences of the team members. Other success factors are the networked nature of the design teams and the personal interest of the team members; whereas time and duration of the project were the limiting factors. The project ran over two academic years; limiting the activities of the design team to one school-year might have led to fewer drop-outs and more involvement.

Date of Publication

2018

Physical description

35-49

Title

Afrika Focus

Volume Number

31/1

International Standard Serial Number

2031-356X

Subject Term

blended learning

Subject Term

community of practice

Subject Term

ICT design team

Subject Term

ICT-competencies

Subject Term

teacher training

Bram Pynoo

Call Number

10.1163/2031356X-03101003

Electronic name

p

[Article]

275578

a

Y