10 SES 17 A, The ITELab Project; Co-Designing, Developing, and Testing Innovative, Pedagogy-Driven ICT Usage in Initial Teacher Education
The second paper outlines the experiences of ITELab university partners at the local level working with the emerging project module frameworks. In line with an early decision by the partnership, all ITELab resources are aligned again both the ERC DigCompEdu framework and the EU’s European Credit Transfer System (ECTS). While this offers strong architectures that bring a valuable coherence to the emerging frameworks and supporting materials, it does not account for necessary local conditions relating, for example, to practice placement opportunities, divergences in technology provision and access, or for degrees of student teacher confidence and prior experience with ICT. These are of course central to any exercise in developing new pedagogical practices for deep learning (Fullan, 2014). Consequently, all of this had to be factored in locally. This meant the ITELab university partners exercised scales of adaption that ranged from very low to total while still needing to maintain the vision and hallmarks of ITELab. In this paper, partners from three of the ITELab universities – from Italy, Norway, and the UK – describe the various approaches used to either extend or compact their ITELab work. These offer valuable insights and understandings of the creative practicalities (Wakefield & Watt, 2017) exercised by the partners as they worked to find course-time and space to facilitate meaningful student teacher engagement with both the project lines and local conditions. The paper explores in particular how these translations preserved the three, core ITELab values of (1) being Innovative & pedagogy-focused; (2) staying activity-driven, collaborative & connected; and, (3) reflecting a pan-European vision of what it is to become a teaching professional. Each partner’s story has similarities and differences arising from the ways they interfaced between the technicality of the ITELab frameworks and the practicalities of meaningful contextualised work relevant to their specific settings. The particular value of this paper lies in what the three stories illuminate about the extensible nature of the ITELab material with its basis in collaborative and international dialogue. It highlights how the inbuilt flexibility and quality alignment of the project materials allows for a meaningful – and necessary – adaption to the local while retaining the core ITELab values, in a way that retains and even enhances the core ITELab values. This is especially useful when we consider the leading role that the partners to this paper also had in creating the ITELab models in the first instance.
Fullan, M. and M. Langworthy (2014). A rich seam: How new pedagogies find deep learning, London: Pearson. Wakefield, C., & Watt, S. (2017). Practical applications of teaching visual methods. In Watt, S. and C. Wakefield (Eds) Teaching Visual Methods in the Social Sciences (pp. 203-214). London: Routledge. Zapata, P. and Campos MJZ (2015). Unexpected translations in urban policy mobility. University of Gothenburg: School of Public Administration. Zhang, W. and S. Watts (2016) Knowledge Adoption in Online Communities of Practice In: Systèmes d'information & management, Vol.21(2), 67 – 88 .
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