Abstract
The paper composes a framework for learning design, using Web 2.0 technologies in teacher training, transferring the advancement in technology to become an affordance in the teach- ing/learning process, based on Bloom's Extended Digital Taxonomy in order to enhance the Tech- nological Pedagogical and Content Knowledge of teachers. As a case study, it shows how ELTE University tries to develop sustainable innovation of competencies in digital literacy and mod- ern teaching/learning methodologies directly among the teaching staff in teacher training and stu- dent/future teachers as well as indirectly within public education in order to transfer innovation there. The complex aims of a specific course Educational Technology are described with detailed explanation of the methodology used in attaining the prescribed aims, giving links to the concrete tools and resources used. The description of course requirements are tagged with features of the nature of the learning design as being transmissive, dialogic, constructionist and co-constructive, illustrating how each element contributes to the adaptation of theory into practice. The role of a newly established T@T Mentoring Network is explained, which presumes sustainability for inno- vation within teacher training and the network of in-service and practicing teachers.
Highlights
The 21st century is dedicated to bring up a knowledge-based society in which required competencies strive to follow the extremely fast development of tools that are needed for enhanced work and Life Long Learning
This lies within the highest level as “Sharing” within Bloom’s Extended Digital Taxonomy, and resides outside the scope of a traditional classroom, it is very difficult to fit into a custom semester’s timing and needs the luxury of relevance to one’s own aims as opposed to compulsory tasks initiated by classroom activities
Everyone is experiencing the vast speed on innovation in technology and teacher education and is well aware that significant changes are needed to take place in teacher training in order to cope with challenges of present times and to be able to live up to expectations in bringing up a generation with adequate competencies for living and working in the 21st century, yet a lot of efforts are just accomplished by ticking out buzz words that essentially do not lead to significant changes
Summary
The 21st century is dedicated to bring up a knowledge-based society in which required competencies strive to follow the extremely fast development of tools that are needed for enhanced work and Life Long Learning. Articles a few years ago suggested that Web 2.0 technologies would soon replace Virtual Learning Environments (Brown, 2008) and some trends even suggested that FaceBook might be the ultimate Learning Management System soon (Walsh, 2011). Take it or not, a new generation has emerged from those who grew up surrounded by digital tools in their everyday environment and some claim that this has led to young people developing a natural aptitude and high skill levels in relation to new technologies. For years the least progressive institution is considered to be the school itself, having great difficulties with changing educational paradigms (Robinson, 2011)
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