ABSTRACT
Technology-enhanced teaching and learning has come increasingly to the forefront of educational practice in the twenty-first century (Laurillard, 2008). Evidence shows that the use of new technologies can play an important role in providing effective tools through which to construct new knowledge and skills (Webb, 2005). We work with graduate scientists training as pre-service science teachers on the Post Graduate Certificate in Education (PGCE) at the Institute of Education, University of London, UK. Using new technologies supports their pedagogical development (Amos, 2015). As the following sentiment from one of our pre-service teachers shows, they begin to gain an appreciation of the different aspects of creating effective explanations:
David had a fantastic way for explaining how the shells are filled in an atom. He devised a (animated) model that was relatable, visual and simplistic in nature, which would allow pupils to grasp the concept. (Paulette)
