Bridging Authentic Learning Task Into Technology Supported Transformative Pedagogy in Finnish Teacher Training

Abstract

The goal of the Finnish teacher training is to educate autonomous teachers, who have pedagogical competence and theoretical understanding about using ICT in teaching and learning. In this study, we describe teacher students' pedagogical ICT competence as designers of technology supported learning tasks. The study is based on Hughes' RAT model, which is a framework for assessing technology integration. The theoretical definition of RAT model is technology as a) replacement, b) amplification or c) transformation. To define this there are three systematical dimensions to analyze a particular technology use: Instructional Methods, Student learning processes and Curriculum Goals. The data consist of student groups' learning tasks (N=11). Results indicated that technology supported pedagogy as transformation is challenging for most teacher students. The results of the study state that the learning tasks included all three levels of RAT model integration.

Counterpoint to the primordial nature of human learning processes in Gagné and al-Farabi's perspective about learning behavior

“…Pada dekade terakhir muncul kebutuhan akan model pedagogis baru untuk integrasi teknologi dalam pembelajaran. Abad baru ini memperkenalkan perubahan signifikan dalam didaktik dan metode pengajaran (Lähdesmäki & Valli, 2018). Pedagogi abad kedua puluh berbeda dari pedagogi abad kedua puluh satu.…”