In recent years, we have seen a paradox. No matter how much the government strives to incorporate technology into classrooms as a learning resource for students, both national and international reports prove that this is a difficult aim to achieve purpose. Training both preservice and in-service teachers is vitally important for technology to become part of everyday school life. But to achieve this, we must move away from the techno-centric focus of technology. This chapter analyzes the importance of focusing on implementing technologies in the learning activities that teacher-trainers design to prepare preservice teachers. We describe seven types of activities: assimilative, informative management, applicative, communicative, productive, experiential, and evaluation. All of these technology-based learning activities, organized in learning sequences, potentially help teachers to come to terms with technological knowledge in their pedagogical content area.
Marcelo, C. and Yot, C. (2015), "Pedagogies of Working with Technology in Spain", International Teacher Education: Promising Pedagogies (Part B) (Advances in Research on Teaching, Vol. 22B), Emerald Group Publishing Limited, pp. 329-357. https://doi.org/10.1108/S1479-368720150000025011Download as .RIS
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