Fostering Reflection in ICT-Based Pedagogical Planning

This paper examines how the idea of pedagogical planning has evolved, both in form and practice, within the research work in educational technology that we have been carrying out over recent years. Specifically, it investigates two initiatives in the field of teachers' professional development in ICT, and another undertaken as part of European research into theoretical and pedagogical frameworks for experimental classroom activities based on innovative digital tools. In the context of this last undertaking, we have adopted the concept of the pedagogical scenario, and this is outlined with its chief distinguishing characteristics in terms of pedagogical planning. The paper considers key aspects that have emerged from the reported experiences, especially the importance of pedagogical reflection, and relates these to current efforts being undertaken towards designing the future of learning, with particular reference to the Learning Activity Management System (LAMS).