Active learning (Prince, 2004) forms the basis of the pedagogical strategies followed in training programs based on the A2I model.
To facilitate constructive alignment by instructors, the A2I model prescribes three core modules in the training program--learning objectives, student-centered instructional strategies and assessment strategies related to ICT use.
The A2I model consists of a 3-phase design--"Attain," "Align," and "Integrate"--to provide a mechanism to connect the three core modules.
Each phase of the A2I model follows a specific pedagogical format of the instructional activities, corresponding to the goals of that phase.
Some elements of the A2I model are derived from the TPACK framework (Mishra & Koehler, 2006).
The A2I model was first applied and evaluated in a pilot small-scale implementation with 30 participants for a 5-day training program (Warriem et al.
Going from small to large-scale implementation, the key design features prescribed by the A2I model stayed the same, but the implementation was adapted to account for the scaling in terms of the number of participants, existence of remote classrooms and the duration of the program.
Figure 1 shows the distribution of content across the training program, categorized in terms of the three core modules and sequenced using the A2I model.
The topics are categorized in terms of the three core modules and sequenced according to the three phases of A2I model.
We explain how the trainers utilized the A2I model using two examples of integrating technology: (i) a well-established technology of computer-based visualizations for conceptual and procedural understanding, and (ii) a more recent technology--wiki, for collaboration.
The assessment in the training program required participants to complete assignments that reflected the tangible outputs specified at each phase of the A2I model.
We found that the Attain-Align-Integrate approach of the A2I model is suitable for large-scale implementation of ET4ET.