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dc.contributor.authorLähdesmäki, Sirkku
dc.contributor.authorValli, Päivi
dc.contributor.editorChova, L. Gómez
dc.contributor.editorMartínez, A. López
dc.contributor.editorTorres, I. Candel
dc.date.accessioned2018-12-07T12:41:59Z
dc.date.available2018-12-07T12:41:59Z
dc.date.issued2018
dc.identifier.citationLähdesmäki, 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.), <i>EDULEARN18 Proceedings. 10th International Conference on Education and New Learning Technologies</i> (pp. 5857-5863). IATED Academy. EDULEARN Proceedings. <a href="https://doi.org/10.21125/edulearn.2018.1409" target="_blank">https://doi.org/10.21125/edulearn.2018.1409</a>
dc.identifier.otherCONVID_28757522
dc.identifier.otherTUTKAID_79723
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/60532
dc.description.abstractThe 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.fi
dc.format.extent11293
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherIATED Academy
dc.relation.ispartofEDULEARN18 Proceedings. 10th International Conference on Education and New Learning Technologies
dc.relation.ispartofseriesEDULEARN Proceedings
dc.rightsIn Copyright
dc.subject.otherict competence
dc.subject.otherteacher student
dc.subject.othertransformation
dc.subject.otherlearning task
dc.titleBridging authentic learning task into technology supported transformative pedagogy in Finnish teacher training
dc.typeconferenceObject
dc.identifier.urnURN:NBN:fi:jyu-201812055010
dc.contributor.laitosKokkolan yliopistokeskus Chydeniusfi
dc.contributor.laitosKokkola University Consortium Chydeniusen
dc.contributor.oppiaineKasvatustieteiden yksikköfi
dc.contributor.oppiaineThe Unit of Educationen
dc.type.urihttp://purl.org/eprint/type/ConferencePaper
dc.date.updated2018-12-05T10:15:17Z
dc.relation.isbn978-84-09-02709-5
dc.description.reviewstatuspeerReviewed
dc.format.pagerange5857-5863
dc.relation.issn2340-1117
dc.type.versionacceptedVersion
dc.rights.copyright© the Authors & IATED Academy, 2018.
dc.rights.accesslevelopenAccessfi
dc.relation.conferenceInternational Conference on Education and New Learning Technologies
dc.subject.ysotieto- ja viestintätekniikka
dc.subject.ysotaidot
dc.subject.ysoopettajankoulutus
dc.subject.ysoopetus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p20743
jyx.subject.urihttp://www.yso.fi/onto/yso/p5798
jyx.subject.urihttp://www.yso.fi/onto/yso/p10746
jyx.subject.urihttp://www.yso.fi/onto/yso/p2630
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.21125/edulearn.2018.1409


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