In this paper we describe a case study of an Information and Communication Technologies (ICT) integration module for pre-service teachers. In essence, we trace the history of how the module evolved into its current state of complementing both online and conventional forms of instruction. In particular, we recognize that such a historical trace of its evolution is important in understanding the social and cultural implications for the design of online learning. On-line learning may meet with initial resistance in traditional institutions including universities because an online culture requires time to evolve. Both logistical and pedagogical considerations need to be accepted by the community of learners and instructors. Without which, a 'force-fit' of online use may result and bring with it much frustrations to the learning community. Based on our experiences of the ICT integration course for trainee teachers, we discuss issues relating to curriculum changes, including formative and summative assessment. The success of online learning is in essence a progressive shift from summative to formative approaches and reaching a balance of both. Copyright © 2004 Baywood Pub. Co.
|Journal||International Journal of Instructional Media|
|Publication status||Published - 2004|