Reflection Issue 27 | Page 54

associated noticing and understanding, the pathway they need to move in order to ameliorate any incongruence that may have arisen from their lack of understanding; their gap of knowledge. By focusing on this gap of knowledge, in real time the software also encourages formative as opposed to summative assessment. This further means that a clinical history of the pre- service teacher’s demonstrated actions can be used to determine how, when and where the gaps of knowledge have been addressed. By utilising this approach the pre-service teacher is learning as they move through their work integrated learning experience, and in doing so, closing their gap of knowledge as they demonstrate enhanced understanding. The authors believe that this will lead to an enhanced experience and culminate in delivering quality educational programmes. Christopher Ewart Dann Doctoral student at University of the Sunshine Coast (Masters of Research), Dip T, MACE Development Director 3D Performance (CeMeE) Mobile: 0410548235 www.cemee.com.au Email: chrisdan