“A review of literature indicates that a skills-based approach to teaching technology and its integration into the classroom has not had the desired outcome: it has not adequately prepared teachers to integrate computer technology into instruction. Many of the pre-service teachers in the study had either limited or no exposure to constructivist experiences or to planning and creating constructivist learning activities supported by technology. Thus their mental models of both were limited by their prior experiences. These initial responses required learners to reflect upon, manipulate, self-regulate, and adjust their construct of teaching, learning, and the role of technology in their future teaching practices. As students actively worked through this process, their confidence significantly increased. They became self-directed, self-regulated, and motivated. They felt valued and important. And most importantly, they were encouraged to be creative and imaginative, to explore, discover, and “go beyond.” In short, they wanted to learn.
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