Supporting pre-service teachers as they build their career
As pre-service teachers, full of new ideas, intrigued to explore new technologies and motivated to become the learning activator and experience designer, it would be ideal to have a place where you can discover, explore, create, save and share your work.
Imagine a future in which learners are totally engaged and immersed in working together to solve real problems that matter to them. One where educators facilitate the mastery and creation of practical solutions that benefit learners. This future is made entirely possible with
As John Martin Richardson, Jr. said “When it comes to the future, there are three kinds of people: those who let it happen, those who make it happen, and those who wonder what happened”. Which of these are you?
The Virtuoso learning enablement platform can be your partner throughout the duration of your pre-service teaching training, where we will continue to add new features and make improvements based on your feedback.
Equipping pre-service teachers with critical educational technology competencies
A majority of pre-service teachers feel that they are not currently being adequately prepared during their training years for integrating technology into their teaching. At Cinglevue we concur with the research findings that equipping every pre-service teacher with these essential skills and knowledge should be a mandatory part of any teacher-training program so as to empower the new teachers with critical educational technology competencies that reflect and meet the educational demands of the 21st century.
Given the ever changing learning landscape, it is critical – not desirable, that technology forms an essential part of the teachers’ repertoire right from the beginning. To this end, our Early Adopter Program will offer pre-service teachers, free and ongoing access to Virtuoso throughout the teacher training degree as part of the Free Trial Term.
Virtuoso: The learning enablement platform that pre-service teachers have been asking for
Designing lessons is a demanding yet rewarding aspect of pre-service teaching responsibilities. Virtuoso facilitates the planning and implementation of the principles, methods and pedagogies learned during teaching training, enabling pre-service teachers to explore and consider these in detail before, during, and after practice.
Informed by research to better understand how technology can support teachers and students in the classroom: Supporting technology-enhanced pedagogy research (collaboration with Macquarie University)
Collaborate with colleagues, build professional networks and develop your competency with digital teaching and learning technologies to prepare for future practice.
Having guidance which nurtures teaching helps to improve professional skills such as classroom management, achieve competencies such as the development of pedagogical content knowledge, as well as establish strengths and areas for improvement. Virtuoso facilitates this continuous feedback exchange and supports the development of collaborative initiatives in accordance with teacher mentoring programs.
Informed by research: Individual Learning Pathways
Knowing students before classes result as an advantage for future lessons. Virtuoso captures data describing student behaviour and engagement, learning progression and performance, special and individual learning needs, and more to accommodate teaching and learning across a wide range of settings).
Informed by research: Research Collaboration Centre (RCC) at Macquarie University
Join our Early Adopter Program for pre-service teachers
Use Virtuoso throughout your teacher training at no-cost and provide us with your feedback to continuously improve the platform.
The Early Adopter Program is our way of . . .
- Giving you an authentic user experience in testing new feature developments across our solution offerings.
- Receiving critical feedback on usability, relevance and benefits of our solution in terms of what works and what doesn’t. This approach helps us create informed solutions that are fit for purpose and features that exceed user expectations.
- Continuing to strive to innovate and improve our solutions to ensure we are consistent in meeting our customers’ business needs. We cannot achieve this objective without the support from our Early Adopter Program community.
Why is this important?
The findings from a large number of studies undertaken to explore the level of technology use by pre-service teachers indicate low levels of technology integration in the design and delivery of their lessons (Al-Ruz et al. 2011; Dawson, 2008; Liu, 2012). This has been mostly attributed to ineffective technology teacher-training programs (Albirini, 2006; Liu, 2012; Scheeler, 2008). An approach that treats teaching as an interaction between what teachers know and how they apply this given the unique circumstances or contexts within their classrooms is required, where the use of technology in teaching can no longer be an afterthought in lesson and unit design.
How do I sign up?
Register here to discover the benefits and capabilities of the Virtuoso learning enablement platform for pre-service teachers.
Please note that you will need to use your university/institution’s email address and a valid student registration number (email domains like @gmail.com, @outlook.com, etc. will not be eligible for registering).
If you have any questions or concerns please contact Diana Salas at firstname.lastname@example.org
Don’t miss the opportunity to discover our enablement platform.
More reading and references
- Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373-398.Al-Ruz, J. A., & Khasawneh, S. (2011). Jordanian pre-service teachers’ and technology integration: A human resource development approach. Journal of Educational Technology & Society, 14(4), 77-87.
- Dawson, V. (2008). Use of information communication technology by early career science teachers in Western Australia. International Journal of Science Education, 30(2), 203-219.
- Liu, S. H. (2012). A multivariate model of factors influencing technology use by preservice teachers during practice teaching. Journal of Educational Technology & Society, 15(4), 137-149.
- Scheeler, M. C. (2008). Generalizing effective teaching skills: The missing link in teacher preparation. Journal of Behavioural Education, 17(2), 145-159.
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