Acti-Plan: Appropriation of ICT Resources for Pre-Service Teachers' Teaching Practice in Immersive Virtual Worlds

Acti-Plan: Appropriation of ICT Resources for Pre-Service Teachers' Teaching Practice in Immersive Virtual Worlds

María Graciela Badilla Quintana, Cristian Lara Valenzuela
Copyright: © 2014 |Pages: 10
DOI: 10.4018/ijksr.2014070102
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Two 3D-learning environments in SecondLife and OpenSim have been developed as part of a grant project called TYMMI -Technology and Pedagogical Models in Immersive Worlds- funded by the National Fund for Scientific and Technological Development (FONDECYT) in Chile. The main objective is to strengthen the professional performance of pre-service teachers (bachelor students), by simulating teaching practices and virtual learning opportunities where the community members join a meeting or class, share and interact in the complex process of assimilation teaching skills. Preliminary results are related to the design of two immersive simulation platforms and to develop a conceptual and technological model for teaching in Immersive Worlds. In this context, the authors created an ACTI-PLAN that allows pre-service teachers to act in two areas: cataloging resources and educational planning. Also, in this virtual space there is an architecture that supports pedagogical proposal that includes classrooms for Mathematic and Language for elementary education.
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2. Teaching Planning

One of the most important processes to be performed by future teachers is the teaching planning. However, it is not often planned before classes because it is assumed just as a document that teachers have to design only for fulfillment.

The teaching planning corresponds to a general path of learning to be achieved by students during a specific time. From this perspective, it becomes a rather mechanical activity, which does not coincide entirely with the implementation of classroom lessons (EducarChile, 2013). Rosales (2002) defines the teaching planning as the act of using a consistent set of procedures with a set of activities and actions connected planned it previously. Planning is a fundamental task for teaching. It allows joining a particular pedagogical theory and practice and enables to think coherently sequence of learning to be achieved by students. Otherwise, it is possible that students perceive a number of isolated experiences to assess the accumulation of learning rather than the achievement of a process.

Before starting planning, it is important to differentiate between the concepts of planning and design education. Both phases are acts of individual and collective reflection of teachers in their professional status (MINEDUC, 2007).

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