A Case of Course Revision: Cognitive Apprenticeship and Critical Reflection for ICT in Teacher Preparation
Abstract: The use of information and communications technology (ICT) in the classroom is now the norm, but this technology is constantly changing. Candidate teachers might learn with and about totally different ICT than when they actually become teachers. Given the mutable nature of the content and tools in a college course on instructional technology, what type of class design might best prepare candidate teachers to effectively translate what they have learned into meaningful classroom practice? This concept paper describes a shift in course focus from tools and producing to a cognitive apprenticeship utilizing critical reflection. The description of themes and processes are presented with supporting research, and may present readers with ideas for further exploration of how to create the best conditions for transformational learning about instructional technology.