Aiming at Sustainable Innovation in Teacher Education - from Theory to Practice
Volume 11, Issue 1 (2012), pp. 115–130
Pub. online: 15 April 2012 Type: Article Open Access
15 April 2012
15 April 2012
The paper composes a framework for learning design, using Web 2.0 technologies in teacher training, transferring the advancement in technology to become an affordance in the teaching/learning process, based on Bloom's Extended Digital Taxonomy in order to enhance the Technological Pedagogical and Content Knowledge of teachers. As a case study, it shows how ELTE University tries to develop sustainable innovation of competencies in digital literacy and modern teaching/learning methodologies directly among the teaching staff in teacher training and student/future teachers as well as indirectly within public education in order to transfer innovation there. The complex aims of a specific course Educational Technology are described with detailed explanation of the methodology used in attaining the prescribed aims, giving links to the concrete tools and resources used. The description of course requirements are tagged with features of the nature of the learning design as being transmissive, dialogic, constructionist and co-constructive, illustrating how each element contributes to the adaptation of theory into practice. The role of a newly established T@T Mentoring Network is explained, which presumes sustainability for innovation within teacher training and the network of in-service and practicing teachers.