TY  - CHAP
AB  - Abstract 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.
VL  - 22B
SN  - 978-1-78441-669-0, 978-1-78441-670-6/1479-3687
DO  - 10.1108/S1479-368720150000025011
UR  - https://doi.org/10.1108/S1479-368720150000025011
AU  - Marcelo Carlos
AU  - Yot Carmen
PY  - 2015
Y1  - 2015/01/01
TI  - Pedagogies of Working with Technology in Spain
T2  - International Teacher Education: Promising Pedagogies (Part B)
T3  - Advances in Research on Teaching
PB  - Emerald Group Publishing Limited
SP  - 329
EP  - 357
Y2  - 2024/04/26
ER  -