Ένα μικτό πλαίσιο εκπαίδευσης εκπαιδευτικών στη διδακτική αξιοποίηση της ψηφιακής τεχνολογίας

Abstract

Two important challenges in designing teacher training courses on the integration of digital technology to the educational practice are: 1) their organisation as blended learning frameworks, so as to promote collaborative design, reflection and dialogue and b) their content, so as to enable an authentic framework, promoting the synthesis of knowledge and skills needed for the effective integration of digital technologies in the design and implementation of teachers’ lessons. Aiming to contribute to this direction of research, this paper proposes a design/organisation rational for blended learning scenarios for teacher training, combining basic principles from two valid and widespread frameworks in the fields of educational technology and teacher education: Technological Pedagogical Content Κnowledge (TPACK) and Communities of Inquiry (CoI). The training course is viewed as a complex, authentic process, involving participants in design activities. TPACK is used as the basis for designing the curriculum and content of the course in the form of learning design activities for trainees. CoI is used as the basis for designing learning strategies, support and learning activities that promote higher levels of learning in a blended learning context. Based on the proposed rational, two case studies at the School of Pedagogical and Technological Education (ASPETE) are presented: a) the implementation that took place under the thematic unit of “technology enhanced learning” during the one-year postgraduate certificate in education for graduates of a variety of disciplines and b) the implementation that took place under the thematic unit “educational technology - multimedia”, addressed to undergraduate teacher students of civil engineering.