(869) SLIDE TO UNLOCK NEW OPPORTUNITIES FOR FEEDBACK. THE POTENTIAL OF THE TABLET FOR TEACHER TRAINING

摘要

In teacher training, the students' in-school training is complemented by internships at schools, wherestudents are generally visited once or twice by a teacher trainer to evaluate their classroom practice.Studies on task-based learning, however, have shown learning is accelerated by challenging studentsto complete meaningful tasks, by creating interaction opportunities with peers and teacher trainers andby providing process-oriented feedback in a safe learning environment [1]. Due to practical limitations,process-oriented peer and teacher trainer feedback is rather hard to realize when it comes tointernships. One school visit can only give a random indication of the students' competences at agiven moment in time and is therefore not enough to provide process-oriented feedback. Thispresentation focuses on the question how mobile technology can transform the current learningenvironment in a more interactive one, with special attention for process-oriented peer and teachertrainer feedback. In this way, this study wants to contribute to research into technology-mediated taskbasedlearning [2].Within the framework of an education innovation project, funded by the Association KU Leuven, a fieldstudy has been executed with 18 students, divided into 2 groups with 2 teacher trainers. Studentswere challenged to set up a participatory action research in their internship school. They solved a realtask based on their own needs or those of the internship school. Students explored how they could, forexample, boost reading pleasure of pupils or create a stronger group atmosphere among pupils. Whileundertaking the participatory action research, students documented their classroom practice by havingthemselves filmed. Students reflected upon their practice by editing the fragments into a video withcommentary. Videos were shared in a closed Facebook-group where peers were challenged to adviceeach other on possible next steps in the action research process. The teacher trainers had access tothese groups as well and were invited to provide process-oriented feedback.To measure the perceived effects of the tablet intervention, focus groups with the students andteachers were organized. Students report to have learned more by (1) observing themselves as theywatched and commented their video recordings and (2) interacting with peers and teacher trainers onhow to improve their classroom actions. Teacher trainers report to have acquired a more completeperspective on their students' daily practice, which made process-oriented feedback more possiblethan before. In this way, formulated using the framework of the SAMR-model [3], the didacticintegration of the tablet in teacher training caused an educational transformation. Although researchwith larger groups is necessary to draw general conclusions, the tablet seems to be a promising tool tocontribute to a (more) interactive learning environment for future teachers.