Teacher Interaction in Technology- Supported Learning Environment (TSLE): A Social Constructivist Perspective
DOI:
https://doi.org/10.53103/cjess.v1i1.1Keywords:
Teacher Education, Social Constructivism, Technology-supported Learning Environment (TSLE), Interaction, Pre-service Teacher/Student Teacher, In-service TeacherAbstract
In the 21st century, the processes of learning are redefined and modified with the advancement in educational technology. The limitations of physical environment are substituted by online environment by providing opportunities to interact and discuss more widely and constructively. Discussion of content, application of content is gaining importance along with knowing the content. In present scenario one can access courses available online and participate in discussions which may result in knowledge accumulation, building professional relationships and exposure to one’s own field. Research shows significance of online interactions in teacher education and how it is closely viewed from the lenses of Social Constructivist theory. But limited research is conducted to know how online platforms and other factors affect interactions of student teachers and in-service teachers. The present research conducts a review analysis to know about the online platform and other factors which impact interactions of both student teachers and in-service teachers in Technology-supported learning environment. Through observations it is concluded that knowledge sharing coupled with knowledge construction in groups/collaborative platforms need to be encouraged keeping in view the factors which influence such process. Social interactions are essential for professional growth but while including them in educational courses the attitudes, motivational levels of course participants should be taken into consideration. This will help adding value to the process.
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