Preservice teachers and active learning in technology-enhanced learning: The case of the University of West Bohemia in the Czech Republic

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F18%3A43951235" target="_blank" >RIV/49777513:23420/18:43951235 - isvavai.cz</a>

Result on the web

<a href="http://dx.doi.org/10.1108/978-1-78714-487-320181010" target="_blank" >http://dx.doi.org/10.1108/978-1-78714-487-320181010</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1108/978-1-78714-487-320181010" target="_blank" >10.1108/978-1-78714-487-320181010</a>

Result language

angličtina

Original language name

Preservice teachers and active learning in technology-enhanced learning: The case of the University of West Bohemia in the Czech Republic

Original language description

This chapter presents innovative aproaches to active learning that were introduced into the teaching of preservice teachers at the Faculty of Education of University of West Bohemia, Pilsen, in the Czech Republic. Over the last three years, the Technology-Enhanced Learning course has seen substantial innovation in both the content and use of teaching strategies designed to prepare the students for the professional lives. The vhole update of the course was imlemented using the resuslts of action research - all individual changes were rigorously tracked and analyzed. The state of the art in the active learnin domain in education of preservice teachers is presented in this chapter. There is a description of the procedure to update the course, based on the reflections of teachers and feedback from students, gathered during action research. Detailed evaluations of particular methods of active learning that have been proven in teaching are provided. Besides practical activities with tablets and smartphones, during which students familiarize themselves with various types of applications and reflect on their use in teaching, the course was extended by the use of practical aids for the efficient inclusion of mobile technologies for teaching – the Czech version of Allan Carrington’s Padagogy Wheel. This aid is derived from the revised Bloom’s taxonomy and SAMR model and helps the systematic reflection of preservice teachers when preparing for technology-enhanced teaching. A significant part of the teaching consists of cooperative projects between preservice teachers and pupils of elementary schools – for example, the preservice teachers help elementary school pupils discover possibilities of virtual reality during Google Cardboard activities, or preservice teachers in teams with elementary school pupils create digital stories together on the topic of Internet safety. The innovative approach to active teaching in the Technology-Enhanced Learning course is apparent even during the exam. In the course of the exam, students process, present, and defend a lesson plan for the implementation of an activity using digital technologies. Throughout the learning, as well as at the end, preservice teachers are encouraged to reflect on the teaching in the Technology-Enhanced Learning subject.

Czech name

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Czech description

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Type

C - Chapter in a specialist book

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

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Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2018

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Book/collection name

Active learning strategies in higher education: Teaching for leadership, innovation, and creativity

ISBN

978-1-78714-488-0

Number of pages of the result

35

Pages from-to

211-245

Number of pages of the book

399

Publisher name

Emerald Publishing Limited

Place of publication

Bingley

UT code for WoS chapter

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