intTT – Integral Teacher Training for Developing Digital and Communicative Competence and Subject Content Learning at Schools
The intTT project developed national Initial Teacher Training (ITT) programmes to offer student teachers tools for improving digital and communicative competences through different subject content.
The project aimed at teacher trainees in Initial Teacher Training (ITT) to help them learn strategies and methodologies that help their future students develop their digital, communicative and subject competences in different school subjects.
The key idea behind inTT is that the acquisition of digital, communicative and subject competences should be integrated and not taught/learnt separately: they should be worked on through every subject area and school subject.
The specific aims of inTT were:
• To identify ICT tools for improving digital, communication and subject specific competencies
• To establish criteria to design and select teaching and learning methodologies
• To select appropriate strategies for using these ICT tools
• To select appropriate strategies for supporting development of subject-matter knowledge in physics, chemistry, biology, language and literature, art and history.
The main outcomes are the new teaching methods and learning activities and the teaching and learning materials for trainee teachers.
The project also ran its student mobility programme. From each participating country one or two teacher trainees spent two weeks in other partner countries to exchange experiences and inform about the project activities carried out in their country.
Country: Finland, Portugal, Slovakia, Spain, Turkey, United Kingdom
Coordinator: University of Alcalá, Spain, www.uah.es/perfiles/estudiantes/inter/ing/inicio.shtm
Target groups: teachers, trainee teachers
Topic: Biology, Chemistry, Information technology, Physics, Other
Start year: 2010
End year: 2012
Contact person: Piedad Martín Pérez, University of Alcalá, Spain, piedad.martin (at) uah.es
inTT aimed to address several issues concerning the use of ICT tools in education or in teaching of a specific school subject:
• During the last two decades, national level ICT strategies and national curriculum guidelines for the use of ICT have been prepared in several countries, but they have had only a minor influence on classroom practices:
• There is research evidence regarding the influence of ICT on learning and students' motivation. However, teachers often do not rely on research-based evidence to identify good practices;
• students have rich experiences in using a range of software and hardware (laptops, mobile phones, online media and networking platforms) outside the school, but they do not use them for learning at school;
• Teachers are competent technology users in their free time but they are unable to take advantage of their competences and to apply them in their classroom practice;
• ICT tools are available at school, but teachers' beliefs about teaching and learning (e.g. the belief about good practice in school) are not supportive of the use of ICT in teaching of different subjects;
• Plenty of usable ICT tools already exist, but teachers do not recognise their usability and are not experienced in using these tools effectively in education.
Besides teacher trainees, tutors and mentor teachers were also involved in the project. In each participating country, about 300 trainees, 36 tutors and150 mentor teachers directly participated in the project activities.
The concrete materials developed by the intTT project include:
• New methodologies (teaching methods/learning activities) developed to support the acquisition of digital, communicative and subject-specific competences of school students.
• Teaching and learning materials: six CDs including two modules (mother tongue and English) with didactic activities and didactic suggestions for student teachers in order to develop digital, communicative and subject competences of school students.
• An evaluation of different ICT tools and their potential for teaching and learning.
The teaching and learning materials will be available on the project website.