Authors: H.K. Slettenhaar, P.A.M. Kommers
Addresses: University of Twente, Cubicus Building, Room B102b, P.O. Box 217, 7500AE Enschede, The Netherlands. ' University of Twente, Cubicus Building, Room B102b, P.O. Box 217, 7500AE Enschede, The Netherlands
Abstract: The scholarship of teaching and learning reflects the growing awareness that learning is not a free gift after we mastered a topic ourselves. This article reviews the last two decades in learning technology and innovative teacher education and leads you back to the essence of teaching: the relearning to learn. The Dutch tradition in math- and science-based learning is to see the student as a young researcher. The background question here is in how far the Vygotskian (Santiago-Delefosse, 2002) swivel between communication and cognitive development is a natural gift, or as the result of a careful orchestration. If it is the virtuosity of the teacher indeed then we face a huge gap to be bridged in teacher education; only few of them have the talent to |play| with concepts in the domain. Its underlying question is in how far the instructional approach helps the mediocre teacher students. More in particular: will the instructional approach hamper the more successful students as they already have an articulate agenda and can learn in a more autonomous way.
Keywords: teacher training; didactic ICT tools; communities of practice; media education; constructivism; societal effects; deschooling society; information technology; communications; learning technology.
International Journal of Continuing Engineering Education and Life-Long Learning, 2010 Vol.20 No.1, pp.84 - 88
Available online: 16 Feb 2010 *Full-text access for editors Access for subscribers Purchase this article Comment on this article