Socio-constructivist and Collaborative Models in the Use of ICTS in Initial Teacher Education

The teaching scene is increasingly distinguished by the juxtaposition of learning spaces that combine the face-to-face with the virtual. In order to respond to these new scenarios and seriously talk about an improvement of teaching quality, just equipping classrooms with computer systems is not enough. It is above all necessary to rethink the use of ICTS (Information and Communication Technologies) from new pedagogic perspectives. The role of the teaching staff is crucial in this sense. ICTS can be used by teaching staff while preserving a traditional pedagogic model, or they can be used in an innovative way to respond to the challenges of today's society. In this choice, what training teachers receive is a telling factor; the teaching and learning models teachers experience during their own training are the models they tend to apply afterwards in their educational practice. That is why future teachers' initial training in the use and application of socio-constructivist and collaborative models of ICTS is of crucial importance. This article describes research into how teachers-in-training at the University of Leon assess the use of WebQuests and wikis as teaching and learning strategies integrated into a data-handling environment such as Moodle and the teaching and learning models involved in Moodle use. The results of survey questionnaires, interviews and discussion groups are presented to provide a perspective on the Moodle platform and the pedagogic models implemented in the Moodle environment, powered by the use of WebQuests and wikis (which are also free software tools of a largely collaborative nature). The conclusions reveal the repercussions in terms of change and innovation that this kind of blended learning has for the training of tomorrow's teachers.