Abstract:

The goal of the Finnish teacher education is to educate autonomous teachers, who have pedagogical competence and theoretical understanding of using ICT in teaching and learning. In this study, we describe teacher students’ pedagogical ICT competence as designers of technology supported learning tasks. The study is based on Hughes’ RAT-model, which is a framework for assessing technology integration.

The theoretical definition of RAT-model is technology as:
a) replacement,
b) amplification or
c) transformation.

To define this there are three systematical dimensions to analyze a particular technology use: Instructional Methods, Student learning processes and Curriculum Goals. The data consist of student groups’ learning tasks (N=11). Results indicated that technology supported pedagogy as transformation is challenging for most teacher students. The results of the study state that the learning tasks included all three levels of RAT-model integration.

Keywords:

ICT competence, teacher student, transformation, learning task.