10 SES 17 A, The ITELab Project; Co-Designing, Developing, and Testing Innovative, Pedagogy-Driven ICT Usage in Initial Teacher Education
The purpose of ITELab is to address an issue noted repeatedly in the literature – that the capability and confidence of student teachers to engage in pedagogical practices reflecting rapidly shifting social and technical contexts is often problematic (EC 2013; Healey, Flint, and Harrington, 2014; Korthagen, 2017). Essentially, student-teachers are often not as willing or well-informed as they perhaps should be about the affordances (Conole, 2015) and impacts of good usage (Herrera-Sosa et al., 2018 ) of technology and ICT in teaching and learning settings. From the outset, all partners in the ITELab consortium agreed that there needs to be better understanding of this issue and a systematic, research informed approach to finding possible ways forward. We started with a comprehensive literature study (Blamire, 2017) and from this identified the idea of innovative, technology-informed pedagogy as our start point. In order to progress this the consortium agreed a project approach that centred on co-designing, jointly developing, and rigorously testing a series of module frameworks and a MOOC through a pre-pilot, pilot, and validation process that required input and contributions from all partners, university and industry, across the full life of the project. To this end we structured the work around a series of highly democratised (Cronin, 2017), real-world design workshops. These brought all stakeholders together on a regular basis; university partners, student teachers, industry and EC. The workshops acted as both a springboard and a clearing-house for ideas, activities, resource identification / development, and validation. What emerged was a set of module frameworks ‘owned’ by all partners and reflective of core ITELab values of being Innovative & pedagogy-focused; staying activity-driven, collaborative & connected; and, embedded with a pan-European vision of what it is to become a teaching professional. This paper traces the evolution of the ITELab process through the workshops and discusses various decisions made around purposive design (Conole 2015; Kelly 2013), activity based learning (Korthagen, 2017), and embedding opportunity to build pedagogical competence (DigCompEdu 2018; TPACK 2016) into project activities and product. It also outlines the iterative nature of the co-development and testing aspects of the project – focussing here on our online hubs and monthly forum, as well as the systematic efforts to draw-in and draw value from all project partners. Given the pan-European nature of the project and the critically discursive nature of its activities, we feel this will be of interest to ECER and especially Network 10 participants.
Blamire, R (2017) OVERVIEW OF RESEARCH ON THE INTEGRATION OF ICT IN INITIAL TEACHER EDUCATION. ITELab: Brussels. MIMEO. From: http://itelab.eun.org/documents/452109/470959/ITELab_D2.1+Literature+Review+Report+vMarch2017.pdf/87819aa1-052b-4fb4-ac6d-60176465c3b5 Conole, G. (2015) Slow and fast learning with contemporary digital technologies. Keynote AECT. Indianapolis. From: http://www.slideshare.net/GrainneConole/conole-aectkeynotefinal Cronin, C. (2017) Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education. International Review of Research in Open and Distributed Learning, Vol.18, No 5, August 2017. From: http://www.irrodl.org/index.php/irrodl/article/view/3096/4301 Herrera-Sosa, Katia; Hoftijzer, Margo; Gortazar, Lucas; Ruiz, Miguel. 2018. Education in the EU : Diverging Learning Opportunities? World Bank, Washington, DC. https://openknowledge.worldbank.org/handle/10986/30007 License: CC BY 3.0 IGO Kelly, F. (2013) The Professional Enquiry Process / A Short Guide for Teachers in Scotland. Edinburgh: GTC Scotland. (Mimeo) Korthagen, F. (2017) ‘Inconvenient truths about teacher learning: towards professional development 3.0.’ Teachers and Teaching Theory & Practice, Vol.23(4), 387-405
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
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