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A Framework for Developing Pre-Service Teachers’ Web 2.0 Learning Design Capabilities

A Framework for Developing Pre-Service Teachers’ Web 2.0 Learning Design Capabilities

Matt Bower
Copyright: © 2012 |Pages: 19
ISBN13: 9781466600140|ISBN10: 1466600144|EISBN13: 9781466600157
DOI: 10.4018/978-1-4666-0014-0.ch005
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MLA

Bower, Matt. "A Framework for Developing Pre-Service Teachers’ Web 2.0 Learning Design Capabilities." Developing Technology-Rich Teacher Education Programs: Key Issues, edited by Drew Polly, et al., IGI Global, 2012, pp. 58-76. https://doi.org/10.4018/978-1-4666-0014-0.ch005

APA

Bower, M. (2012). A Framework for Developing Pre-Service Teachers’ Web 2.0 Learning Design Capabilities. In D. Polly, C. Mims, & K. Persichitte (Eds.), Developing Technology-Rich Teacher Education Programs: Key Issues (pp. 58-76). IGI Global. https://doi.org/10.4018/978-1-4666-0014-0.ch005

Chicago

Bower, Matt. "A Framework for Developing Pre-Service Teachers’ Web 2.0 Learning Design Capabilities." In Developing Technology-Rich Teacher Education Programs: Key Issues, edited by Drew Polly, Clif Mims, and Kay A. Persichitte, 58-76. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-4666-0014-0.ch005

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Abstract

This chapter presents and evaluates a Web 2.0 Learning Design Framework that can be used to develop pre-service teachers’ learning design capabilities. The framework integrates the TPACK model of educational practice, Anderson and Krathwohl’s Taxonomy of learning, teaching and assessing, and different types of constructive and negotiated pedagogies, with a range of contemporary Web 2.0 based learning technologies. Pre-service teachers in a second year learning technology subject felt that the framework helped them to better understand the relationship between technology, pedagogy, and content, as well as create more effective learning designs for their students. Examples of student learning designs are used to illustrate the way that pre-service teachers applied the framework. Students’ reflective responses to the framework are also used to explain how the Web 2.0 Learning Design Framework can be more effectively used to develop pre-service teachers’ Web 2.0 learning design capabilities.

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