Digital Tools for Meaningful Learning of Preservice Teachers

Abstract

The purpose of this chapter is to explore how digital tools can help preservice teachers engage in meaningful learning. The literature on theoretical stances, course design, and assessment are examined to provide a more comprehensive picture of meaningful learning. The characteristics of a meaningful learning framework are presented to provide a more nuanced understanding of how digital tools may aid the process, with a focus on meaningful learning perspectives in the context of technology-based tasks. The framework defines meaningful learning as the active, constructive, collaborative, authentic, and goal-directed process of producing meaning. The pedagogical affordances of digital tools are then explored, as well as the technical skills required by teacher educators to support preservice teachers in having meaningful educational technology experiences. The chapter concludes with a discussion of how teacher educators can use digital tools to promote meaningful learning experiences for preservice teachers.