Abstract
Although most teacher educators come to work in this field with some sort of experience of ICTs—as a user, a researcher, a teacher, or an administrator—anyone working in the field of ICTs is well aware that there are no established patterns and pathways in this field. As a consequence, teaching ICTs requires teacher educators in the area to learn on-the-job: we have to learn the new concepts, knowledge, and skills of how to use them and how to teach them “on-the-job”, as the ICTs are changing very fast and new technologies emerge every day. This ongoing dilemma, from a practice-theory view, includes designing a relevant curriculum and preparing pre-service teachers to be “ICTs ready” from both technical knowledge and pedagogical knowledge perspectives. In this chapter, I first introduce the chapters written by the pre-service teachers in this section, and then by reflecting on using ICTs in education and teaching, I weave the students’ chapters into self-reflection on my own teaching and learning experience.
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Geng, G. (2019). Reflection on ICTs in Education. In: Geng, G., Smith, P., Black, P., Budd, Y., Disney, L. (eds) Reflective Practice in Teaching. Springer, Singapore. https://doi.org/10.1007/978-981-13-9475-1_16
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DOI: https://doi.org/10.1007/978-981-13-9475-1_16
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