{"id":6628,"date":"2024-01-04T18:47:55","date_gmt":"2024-01-04T23:47:55","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=6628"},"modified":"2024-01-04T18:47:55","modified_gmt":"2024-01-04T23:47:55","slug":"6628","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/6628","title":{"rendered":""},"content":{"rendered":"\n<p>Marcelo, C. &amp; Yot, C. (2015). Pedagogies of working with technology in Spain. In L. Orland-Barak &amp; C. J. Craig (Eds.), <em>International teacher education: Promising pedagogies, part B<\/em> (pp. 329-357). Emerald Insight. <a href=\"https:\/\/doi.org\/10.1108\/s1479-368720150000025011\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1108\/s1479-368720150000025011<\/a><\/p>\n\n\n\n<p>Abstract: <\/p>\n\n\n\n<p>&#8220;In recent years, we have seen a paradox. No matter how much the government strives to incorporate technology into classrooms as a learning resource for students, both national and international reports prove that this is a difficult aim to achieve purpose. Training both preservice and in-service teachers is vitally important for technology to become part of everyday school life. But to achieve this, we must move away from the techno-centric focus of technology. This chapter analyzes the importance of focusing on implementing technologies in the learning activities that teacher-trainers design to prepare preservice teachers. We describe seven types of activities: assimilative, informative management, applicative, communicative, productive, experiential, and evaluation. All of these technology-based learning activities, organized in learning sequences, potentially help teachers to come to terms with technological knowledge in their pedagogical content area.&#8221;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Marcelo, C. &amp; Yot, C. (2015). Pedagogies of working with technology in Spain. In L. Orland-Barak &amp; C. J. Craig (Eds.), International teacher education: Promising pedagogies, part B (pp. 329-357). Emerald Insight. https:\/\/doi.org\/10.1108\/s1479-368720150000025011 Abstract: &#8220;In recent years, we have seen a paradox. No matter how much the government strives to&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/6628\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[5,6],"tags":[485,513,536,737],"coauthors":[2302],"class_list":["post-6628","post","type-post","status-publish","format-standard","hentry","category-book-chapter","category-theoretical-publication","tag-professional-development","tag-preservice-teachers","tag-in-service-teachers","tag-spain","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/6628","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=6628"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/6628\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=6628"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=6628"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=6628"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=6628"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}