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Description

This article is a case study of an integrated, experiential approach to improving pre-service teachers’ understanding and use of educational technologies in one New Zealand teacher education programme. The study examines the context, design and implementation of a learning activity which integrated student-centred approaches, experiential learning, authenticity and the particular needs of the New Zealand school curriculum to foster pre-service teachers’ learning about educational technologies as both pedagogical tools, and as ‘disruptive’ forces which can promote the re-imagining of existing practices. Evaluation data are used to highlight support for an integrated approach to the use of educational technologies outlined in the case in question.

Publication Details
Publication Year:
2013