عنوان

Strengthening teacher trainers´ICT competencies through ICT design teams:

شماره

LA107843

زبان متن نوشتاري يا گفتاري و مانند آن

انگلیسی

عنوان اصلي

Strengthening teacher trainers´ICT competencies through ICT design teams:

نام عام مواد

[Article]

ساير اطلاعات عنواني

lessons learned

نام نخستين پديدآور

Bram Pynoo

محل نشرو پخش و غیره

Leiden

نام ناشر، پخش کننده و غيره

Brill

متن يادداشت

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.

تاريخ نشر

2018

توصيف ظاهري

35-49

عنوان

Afrika Focus

شماره جلد

31/1

شماره استاندارد بين المللي پياييندها

2031-356X

اصطلاح موضوعی

blended learning

اصطلاح موضوعی

community of practice

اصطلاح موضوعی

ICT design team

اصطلاح موضوعی

ICT-competencies

اصطلاح موضوعی

teacher training

مستند نام اشخاص تاييد نشده

Bram Pynoo

شماره بازیابی

10.1163/2031356X-03101003

نام الکترونيکي

فرمت انتشار

p

نوع ماده

[Article]

کد کاربرگه

275578

سطح دسترسي

a

تكميل شده

Y