Difference between revisions of "TE year2handbook/Year2 Unit1 Introduction"
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{{Navigate|Prev=|Curr=Year2 Unit1 Introduction|Next=Year2 Unit1 Shift in perspective from existing curriculum}} | {{Navigate|Prev=|Curr=Year2 Unit1 Introduction|Next=Year2 Unit1 Shift in perspective from existing curriculum}} | ||
| − | The ICT Mediation paper is a part of the ‘Teacher Development Studies’. In Year 1, the | + | The ICT Mediation paper is a part of the ‘Teacher Development Studies’. In Year 1, the focus was on building broad-based digital literacy and learning digital methods for self learning, peer learning and exploring different ICT tools for creating resources in text, image and audio visual formats. |
| − | In year 2, the aim will be | + | In year 2, the aim will be to introduce students teachers to digital methods for subject-specific digital resource creation. A particular focus will be on use of ICT in subject teaching and the introduction of student teachers to the [http://www.citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge/ Technological Pedagogical Content Knowledge] framework. |
ICT has had and is having significant socio-cultural, political and economic implications and these are briefly discussed to sensitise the student teachers, on how they should prepare themselves and their students to navigate the information (digital) society. | ICT has had and is having significant socio-cultural, political and economic implications and these are briefly discussed to sensitise the student teachers, on how they should prepare themselves and their students to navigate the information (digital) society. | ||
Latest revision as of 18:45, 31 May 2017
The ICT Mediation paper is a part of the ‘Teacher Development Studies’. In Year 1, the focus was on building broad-based digital literacy and learning digital methods for self learning, peer learning and exploring different ICT tools for creating resources in text, image and audio visual formats.
In year 2, the aim will be to introduce students teachers to digital methods for subject-specific digital resource creation. A particular focus will be on use of ICT in subject teaching and the introduction of student teachers to the Technological Pedagogical Content Knowledge framework.
ICT has had and is having significant socio-cultural, political and economic implications and these are briefly discussed to sensitise the student teachers, on how they should prepare themselves and their students to navigate the information (digital) society.