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RICT case study: pre-service teacher-training course as testbed for the topologies

Design · All designs
Evidence · no claims cited

Description

The RICT case is an on-campus pre-service teacher-training course, "Educational Resources and ICT for Primary School", at a Spanish university, taught in English to first-year students over 12 weeks (5 h per week) with 6 ECTS credits and an estimated workload of 150 h. The cohort included 50 students organised into eight stable working groups. The course is designed around a formal cooperative learning model with cooperative base groups, weekly trialogical learning tasks, and pre-established scripted roles. Data were collected in the academic year 2021-2022, starting at week 6, over 2 weeks, anonymously.

Design Implications

Context

Requirements

  • Group discussions, brainstorming dynamics, and online questionnaires for tool, space and device reporting

Constraints

  • No identification or personal data were collected; supporting data is unavailable because participants did not agree to public sharing

Target Learners

  • First-year pre-service primary school teachers

Learning Goals

  • Educational resources and ICT competencies

Claims

Examples

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Key Sources

  • Linda Castañeda, Victoria I. Marín, Daniel Villar-Onrubia. (2024). Relational topologies in the learning activity spaces: operationalising a sociomaterial approach. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10296-z
Page metadata
Field Value
type design
id rict-case-study-topologies-testbed
title RICT case study: pre-service teacher-training course as testbed for the topologies
description The RICT case is an on-campus pre-service teacher-training course, "Educational Resources and ICT for Primary School", at a Spanish university, taught in English to first-year students over 12 weeks (5 h per week) wit...
status review
generated by process:settle-candidates on 2026-10-29
trust unverified — no one has confirmed this page's content
sources 1 — linda-castañeda-2024

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