Bridging authentic learning task into technology supported transformative pedagogy in Finnish teacher training
Lähdesmäki, S., & Valli, P. (2018). Bridging authentic learning task into technology supported transformative pedagogy in Finnish teacher training. In L. G. Chova, A. L. Martínez, & I. C. Torres (Eds.), EDULEARN18 Proceedings. 10th International Conference on Education and New Learning Technologies (pp. 5857-5863). IATED Academy. doi:10.21125/edulearn.2018.1409
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© the Authors & IATED Academy, 2018.
The goal of the Finnish teacher training is to educate autonomous teachers, who have pedagogical
competence and theoretical understanding about using ICT in teaching and learning. In this study, we
describe teacher students’ pedagogical ICT competence as designers of technology supported
learning tasks. The study is based on Hughes’ RAT model, which is a framework for assessing
technology integration. The theoretical definition of RAT model is technology as a) replacement, b)
amplification or c) transformation. To define this there are three systematical dimensions to analyze a
particular technology use: Instructional Methods, Student learning processes and Curriculum Goals.
The data consist of student groups’ learning tasks (N=11). Results indicated that technology supported
pedagogy as transformation is challenging for most teacher students. The results of the study state
that the learning tasks included all three levels of RAT model integration.