(created using
http://storybird.com/ )
In this article, I have shared a few ways in which I integrate technology in teacher education courses, after being introduced to a multitude of digital resources on an e-learning course. I am by no means an expert and do not believe that technology is automatically the best way of presenting information or assessing students. It is important to view technology with a critical eye and to consider how its use will support learning rather than acting as a substitute for more traditional methods. Here are some questions I think about when reflecting on the usefulness of a digital tool:
• What is the aim of the resource? Which skills and knowledge are being acquired? • What are its benefits? • Are there any issues of accessibility and e-safety? • Does the tool encourage collaboration and interaction, and critical thinking skills? • How easy is it to use? • Is it likely to appeal to all learners? • How will the activity be assessed? • What is the role of the teacher? Is the teacher using the resource as a method of instruction or to encourage more independent learning?
With the FELTAG (Further Education Learning Technology Action Group) recommendation that from 2015/2016, all publicly-funded courses should offer a 10% online element with this rising to 50% in
24
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52