Integrating the Educative Functions of Information and Communications Technology (ICT) in teachers' and learners' toolboxes: a reflection on pedagogical benchmarks for ICT in teacher education

Abstract

The big question about pedagogical benchmarks for information and communications technology (ICT) in teacher training is whether they can be transferred to contexts other than the ones in which the benchmarks have been developed. In this article we reflect on the chances that the benchmarks presented will become really integrated within the heart of the learning and teaching process of teacher training programmes. To understand that process better, we reflect on the concept of professional learning and what that concept has to say about organisational learning and about how the integration process could be further developed. We propose a broad framework for actions of all actors involved: teacher training institutes, their partners (professional development schools), research and development agencies, the teacher trainers, the students, teachers in practice and their pupils. Only a concerted action of collaborative experimenting and professional learning on ICT integration in the learning and teaching processes can lead to the use of ICT as a catalyst for implementing learning arrangements that fit the expectations of the twenty-first century and its youth.