Reflections of Pre-Service Teachers on Digital Material Design After Practising Digitally-Enhanced Instructional Events
DOI:
https://doi.org/10.52963/PERR_Biruni_V11.N3.20Keywords:
Digital capacities, Digital material design, Preservice teachers, Digital materials, Initial teacher educationAbstract
Digital capacities of teachers are profoundly valued in present teaching activities because advanced technology demands to adapt and follow digital trends in education. In order to answer this call, initial teacher education (ITE) programs offer courses to promote multifaceted digital capacities of preservice teachers and enable them to design digitally-enhanced teaching materials and activities. This study supports the idea of improving digital learning outcomes of offered courses, Instructional Technologies in this case, with well-suited instructional events which are enriched with digital knowledge and practice in digital material design. Doing so, this case study aims to report 118 preservice teachers’ reflections on digital material design after they experiencing a 14-weeks period syllabus which combines digital tools/sources/environments and necessary pedagogy referring to Gagne’s Instructional Events. The study collected necessary data through self-evaluation forms consisting 5 open-ended questions. The results document that majority of the preservice teachers could successfully experience digital material design process according to an instructional flow, and they identify themselves as improved enough to practice teaching with digital materials and resources.
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