From the Classroom into Virtual Learning Environments: Essential Knowledge, Competences, Skills and Pedagogical Strategies for the 21st Century Teacher Education in Kenya
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Date
2021-04-14
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Abstract
As teachers in Kenya begin to migrate from the classroom to virtual learning
spaces following COVID 19 pandemic, there is pressing need to realign Teacher
Education to requisite Knowledge, competences, skills, and attitudes that will support
online teaching. This chapter explores these needs using a combination of lived
experiences and literature review that captured a meta-analysis of research trends
on e-learning. While trends in Teacher Education indicate progression towards
adoption of technology, there are disparities between the theory and practice.
Evidence from recent research and reports; and the recollected experiences confirmed
knowledge, competence, skills and pedagogical gaps in the implementation
of online learning, that have been exacerbated by COVID-19. The researcher recommends
that teacher education should sensitize and train teacher trainees on how to
access, analyze and use new knowledge emerging with technology; they also should
be coached on how learners learn with technology and on fundamentals of the communication
process. Particularly the course on educational technology, should focus
on how to create and manage online courses. The 5-stage E-Moderator Model and
Universal Design for Learning (UDL) are recommended as effective pedagogical
scaffold for online teaching.
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DOI: 10.5772/intechopen.96950