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TE year1handbook/Year1 Unit1 Shift in perspective from existing curriculum (view source)
Revision as of 10:45, 9 May 2017
, 10:45, 9 May 2017no edit summary
This paper takes a different view to ICT Mediation in Education from the starting point of how the different possibilities allowed by technology can support educational processes of creating, collaborating and teaching learning. ICT can alter learning spaces and methods and allow self learning and peer learning. Digital methods can allow new methods of creating and representing content and provide new pedagogies, extending Pedagogical Content Knowledge into Technological Pedagogical Content Knowledge. Digital literacy and a critical perspective on technology are important domains of learning in and of themselves. Thus, teachers need to have a critical understanding of the role being played by ICT in education and larger social processes, as well as develop digital skills in integrating ICT into their professional development and teaching-learning processes. Hence the course is being offered as a part of teacher studies.
This paper takes a different view to ICT Mediation in Education from the starting point of how the different possibilities allowed by technology can support educational processes of creating, collaborating and teaching learning. ICT can alter learning spaces and methods and allow self learning and peer learning. Digital methods can allow new methods of creating and representing content and provide new pedagogies, extending Pedagogical Content Knowledge into Technological Pedagogical Content Knowledge. Digital literacy and a critical perspective on technology are important domains of learning in and of themselves. Thus, teachers need to have a critical understanding of the role being played by ICT in education and larger social processes, as well as develop digital skills in integrating ICT into their professional development and teaching-learning processes. Hence the course is being offered as a part of teacher studies.
The paper assumes an integrated approach and it is anticipated that the generic resource creation skills developed by the student teachers will be used in other subject areas. On-line forums, personal digital libraries and creation of multimedia documents are skills that the student teachers can bring in their submission of assignments and portfolios in other courses as well. One of the ways of assessing the effectiveness of this course, is the extent to which student teachers use these digital methods in their learning of the other courses. This also requires the teacher educators of the other courses to become familiar with the processes and concepts of this course.
This course, therefore, has attempted to define ICT Mediation in terms of 4 units across two years, linked to core educational processes.
This course, therefore, has attempted to define ICT Mediation in terms of 4 units across two years, linked to core educational processes.