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Implementing a New Class-Lab: Guidelines for Integrating Innovative Devices in Pre-Service Teachers' Practice

Implementing a New Class-Lab: Guidelines for Integrating Innovative Devices in Pre-Service Teachers' Practice

Assunta Tavernise, Francesca Bertacchini, Pietro S. Pantano, Eleonora Bilotta
Copyright: © 2015 |Volume: 6 |Issue: 3 |Pages: 17
ISSN: 1947-3494|EISSN: 1947-3508|EISBN13: 9781466679054|DOI: 10.4018/IJDLDC.2015070103
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MLA

Tavernise, Assunta, et al. "Implementing a New Class-Lab: Guidelines for Integrating Innovative Devices in Pre-Service Teachers' Practice." IJDLDC vol.6, no.3 2015: pp.33-49. http://doi.org/10.4018/IJDLDC.2015070103

APA

Tavernise, A., Bertacchini, F., Pantano, P. S., & Bilotta, E. (2015). Implementing a New Class-Lab: Guidelines for Integrating Innovative Devices in Pre-Service Teachers' Practice. International Journal of Digital Literacy and Digital Competence (IJDLDC), 6(3), 33-49. http://doi.org/10.4018/IJDLDC.2015070103

Chicago

Tavernise, Assunta, et al. "Implementing a New Class-Lab: Guidelines for Integrating Innovative Devices in Pre-Service Teachers' Practice," International Journal of Digital Literacy and Digital Competence (IJDLDC) 6, no.3: 33-49. http://doi.org/10.4018/IJDLDC.2015070103

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Abstract

Some recent researches affirm that students' perception of lessons is highly positive when various multimedia teaching tools are integrated. Topics seems more interesting, learners are motivated and feel that media provide them an advantage over the students in a traditional setting. However, in Italy, pre-service teachers' training does not involve a laboratorial approach to the Information and Communication Technologies (ICT) to use in classroom. In this study, a case study on the integration of different technologies, involving a new advanced setting by which teachers can interact with diverse specific technologies, is presented. In particular, in this technology-enhanced environment, pedagogical agents in a virtual world, touch-screen technologies, and robotics can be combined in order to make enjoyable the acquisition of technological skills. Pre-service teachers' reports show an overwhelmingly positive response, even if further case studies are necessary.

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