Author(s):
Coutinho, Clara Pereira 
Date: 2009
Persistent ID: http://hdl.handle.net/1822/8923
Origin: RepositóriUM - Universidade do Minho
Subject(s): Web 2.0; Technology
Document details
Web 2.0 technologies as cognitive tools : preparing future k-12 teachers
Description
In the learning society we live in, educational systems must be aware that to learn and work successfully in an increasingly complex, information-rich and knowledge based society, students and teachers must use technology effectively. It is the classroom teacher who is responsible for preparing the learning opportunities that facilitate student´s use of technology to construct knowledge and to communicate. Situated in the theoretical framework of Papert’s constructionism the empirical study examined the creation of digital resources as an instructional method in undergraduate-level technology integration course for pre-service teachers of History at the Minho University, Braga, Portugal. Throughout the course, pre-service teachers experienced constructionist pedagogy by using technologies to create digital artifacts, learned more about the different perspectives for integrating ICT in the curriculum and also gained the confidence necessary for them to integrate ICT as a cognitive tool in their future classrooms.
In the learning society we live in, educational systems must be aware that to learn and work successfully in an increasingly complex, information-rich and knowledge based society, students and teachers must use technology effectively. It is the classroom teacher who is responsible for preparing the learning opportunities that facilitate student´s use of technology to construct knowledge and to communicate. Situated in the theoretical framework of Papert’s constructionism the empirical study examined the creation of digital resources as an instructional method in undergraduate-level technology integration course for pre-service teachers of History at the Minho University, Braga, Portugal. Throughout the course, pre-service teachers experienced constructionist pedagogy by using technologies to create digital artifacts, learned more about the different perspectives for integrating ICT in the curriculum and also gained the confidence necessary for them to integrate ICT as a cognitive tool in their future classrooms.
Document Type
Conference Object
Language English
Language English
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