You are here:

Aiming at Sustainable Innovation in Teacher Education--From Theory to Practice

Informatics in Education Volume 11, Number 1, ISSN 1648-5831


The paper composes a framework for learning design, using Web 2.0 technologies in teacher training, transferring the advancement in technology to become an affordance in the teaching/learning process, based on Bloom's Extended Digital Taxonomy in order to enhance the Technological Pedagogical and Content Knowledge of teachers. As a case study, it shows how ELTE University tries to develop sustainable innovation of competencies in digital literacy and modern teaching/learning methodologies directly among the teaching staff in teacher training and student/future teachers as well as indirectly within public education in order to transfer innovation there. The complex aims of a specific course "Educational Technology" are described with detailed explanation of the methodology used in attaining the prescribed aims, giving links to the concrete tools and resources used. The description of course requirements are tagged with features of the nature of the learning design as being "transmissive," "dialogic," "constructionist" and "co-constructive," illustrating how each element contributes to the adaptation of theory into practice. The role of a newly established "T@T Mentoring Network" is explained, which presumes sustainability for innovation within teacher training and the network of in-service and practicing teachers.


Turcsányi-Szabó, M. (2012). Aiming at Sustainable Innovation in Teacher Education--From Theory to Practice. Informatics in Education, 11(1), 115-130. Retrieved May 16, 2021 from .

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


Cited By

View References & Citations Map
  • Using Twitter in Higher Education

    Sarah Prestridge, Griffith University

    ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2013 (2013) pp. 694–705

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact