Abstract
The authors of this paper are engaged in designing and developing telematic learning environments to assist in programmes of initial teacher training. Two aspects have been supported by European Union (EU) funded programmes: the Telematics for Teacher Training (T3) and Reflect projects. Telematics is a term describing the combined use of information technology and telecommunications. The authors are not searching for a pedagogy of telematics but are seeking ways in which telematics can assist pedagogy. Their work specifically addresses the question of whether it is possible to design such environments in a social constructivist paradigm and the evaluation of their work regularly returns to the theoretical model of learning central to their training programmes. The authors will show that whereas the aspect of video-conferencing keeps faith with their view of the nature of learning, the design of the website is raising some issues that have, as yet, to be resolved
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JENNINGS, S., DUNNE, R. & MCSHEA, J. Designing a telematic learning environment in a social constructivist paradigm. Education and Information Technologies 2, 307–325 (1997). https://doi.org/10.1023/A:1018681717878
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DOI: https://doi.org/10.1023/A:1018681717878