Pedagogical Foundation and Significance of the ICT Studies for the Teacher Trainees in Their Studies
Lähdesmäki, S., & Valli, P. (2017). Pedagogical Foundation and Significance of the ICT Studies for the Teacher Trainees in Their Studies. In P. Resta, & S. Smith (Eds.), SITE 2017 : Proceedings of the 28th International conference of Society for Information Technology and Teacher Education (pp. 2381-2390). Association for the Advancement of Computing in Education (AACE). http://www.learntechlib.org/p/177533
Date
2017Copyright
© the Authors & AACE, 2017.
Finnish national core curriculum (2014) highlights the important of ICT. A strong
theoretical model and pedagogical understanding are needed for the innovative teaching use of
technology. In this study we describe theoretical background of our ICT education and
development of teacher trainees ICT-skills and pedagogical understanding. The students' study
module is based on Mishra and Koehler’s TPACK-model (2006).The data was collected during
two years from two student groups (N=52). Results indicated that, in general, the studies have
made it possible to acquire the technological competence and to combine the pedagogical
knowledge with the technology. The results of the study clearly state that the education supports
understanding the use of ICT. The results show that understanding the pedagogical use of
technology has emerged. Technical support given by the ICT and the possibility to adapt ICT
that is offered in all the study modules have clearly been useful to the students.
Publisher
Association for the Advancement of Computing in Education (AACE)Parent publication ISBN
978-1-939797-27-8Conference
Society for Information Technology & Teacher Education International ConferenceIs part of publication
SITE 2017 : Proceedings of the 28th International conference of Society for Information Technology and Teacher EducationKeywords
Original source
http://www.learntechlib.org/p/177533Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/26989692
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