Educating Teachers for the Knowledge Economy
Faculty of Community Services, Education and Social Sciences
School of Education
Driven by common international trends and the acceptance of such constructs as the knowledge economy, p re service teacher education institutions are forced to conceptualise how to integrate ICT into their curriculum. In this paper the author proposes that Habermas’s three domains of human interest are an excellent beginning in organizing the curriculum to include ICT. Using these domains he proposes possible curriculum content under headings of What should they be able to do, What should they actually do (in the classroom) and What knowledge empowers them.