This paper summarises the outcomes of research that recorded and interpreted change in pre-service teachers' pedagogical beliefs when immersed in unique synchronous networked collaboration. The pre-service teachers were involved in the design and implementation of synchronous networked tasks, supported by the theoretical and pragmatic application of 'informed' Information and Communications Technology (ICT) integration. The pre-service teachers' use of digital technology graduated from a didactic, broadcast delivery of information to more constructivist strategies that involved interaction, collaboration and 'good' learning. Moreover, the pre-service teachers gained competencies during a 12-week programme that led to the development of a suggested framework for ICT task development able to effectively promote and support improvements in learning.
Martin, S., & Vallance, M. (2008). The impact of synchronous inter-networked teacher training in Information and Communication Technology integration. Computers and Education, 51(1), 34-53. https://doi.org/10.1016/j.compedu.2007.04.001