Abstract
In this chapter, all four tenets of personalising learning were targeted in a programme that was written to assist pre-service teachers’ transition to university in a first year, first semester, core unit in a Bachelor of Education (primary) degree. The chapter describes how student diversity in ICT ability and learning needs were used to frame an approach to teaching and learning the content of the unit, which was focussed on human development and different contexts for learning. The approach is described and demonstrates how ICT can become a vehicle for learning that caters for student diversity and how a seemingly rigid university timetable structure can be used creatively and with flexibility. The notion of value-added assessment is also highlighted.
Keywords
- ICT Information And Communication Technology (ICT)
- Group workGroup Work
- Lifelong learningLifelong Learning
- presentationPresentation
- Constructive Alignment
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Appendix: Sample Letter for Pre-service Teachers’ Group Allocation
Appendix: Sample Letter for Pre-service Teachers’ Group Allocation
Name: | Stewart Dent | Group Number: | 3 |
Dear Stewart
You have been assigned to Group Number 3. Other members of your group are Mirander Dobe, John Lemon, and Emily Mose.
Groups were determined using the information you provided in the ICT inventory, completed online in the first week of the course. This has enabled us to identify how you see your skill level for various ICT applications and the particular areas of ICT you are interested in developing. We have tried to group you with students of a similar skill level who have similar areas of interest.
Your group’s self-assessed abilities range from Medium to Medium-High. The main areas of interest for development identified by members in your group were: Web Pages and Movie Maker.
You will have some time today to meet your group members and discuss and finalise the ICT media you would like to use for your multimedia presentation assessment task. Please keep in mind the suggestions made in the lecture (and noted below) of applications that might be better suited to the current abilities of the group. We want you to be able to assist you in extending your ICT skills in a manageable and achievable way.
In your group meeting today you will also need to determine the areas you would like to have ICT workshops focus on. Please let your tutor know which areas you identify, and how many members of your group will likely attend each workshop. This will help us finalise the number and types of workshops we run in Weeks 8–9.
All the best with your planning.
Karen and Mellita.
Workshop SuggestionsGenerally speaking, groups should consider developing their skills according to their current skill level where we would suggest:
Low to Medium Low skill levels
PowerPoint
Digital Photography: – photo download; photo editing and inserting in documents
Medium skill levels
Interactive Whiteboard/Advanced PowerPoint
Web Page Development
Basic Movie-Maker – downloading video; basic editing; inserting movie files in documents.
Medium-high to High skill levels
Advanced Movie-maker – advanced editing techniques
Marrying a number of ICTs together for presentation (e.g., Web with Movie/Photography/Sound file links)
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Nb: Names have been changed to protect pre-service teachers’ identity .
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Jones, M., McLean, K. (2018). Transitioning to University: A Personal Learning Experience. In: Personalising Learning in Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-7930-6_11
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DOI: https://doi.org/10.1007/978-981-10-7930-6_11
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