Incorporation of ICT into preservice teacher training using the Flipped Classroom so as to enhance inclusive education
DOI:
https://doi.org/10.21556/edutec.2022.79.2393Keywords:
TPCK model, Flipped Classroom, pre-service teacher training, digital competence teachers', inclusive educationAbstract
The pedagogical application of Information and Communication Technology (ICT) is an important challenge facing education today. In this paper, ICT is integrated into higher education courses using the Flipped Classroom (FC) strategy. Students learn theory at home through online tutorials prior to practical work in class based on the theory. They can also assess their own performance using the Audience Response System (ARS). The aim is to find out more about the inclusion of technology in teacher-training on the basis of the TPCK models, using FC and ARS. Using a mixed (qualitative and quantitative) approach, 134 students of Primary Teacher Training and a Professional Diploma course took part in an ad hoc survey. The results show the importance of active learning, the value of the pre-class tutorials and the quality of their design. Another advantage was that students could receive feedback during the learning process. The data indicates that this methodology enhances attention to diversity, improving understanding and allowing students to learn at their own pace.
The results highlight the need for teachers to receive pedagogical, technological and content training to improve their digital skills during preservice higher education.
Funding
This work was supported by the Aragonese Government and the European Union through EDI S49_20R and AffectiveLab T60-20R research Groups. This study is part of the teaching innovation project PIIDUZ 17_422.
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