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