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1.
This paper presents the first phase of a study in teacher education, which explored how a conceptual framework for creativity with information and communication technology (ICT) might be developed and expressed in professional development for primary education pre-service and newly qualified teachers. The Creativity and Professional Development Project (C&PD) involved 16 education ICT specialists in the final stage of their BA in an English University. They participated in the project to investigate their classroom practice in the use of ICT to promote creativity in the making of digital video movies, and to reflect upon the development of their pedagogy with ICT in primary classrooms. The analysis focuses on the student teachers’ experience of engaging in creative activities to prepare, teach and evaluate a school-based project, and identified themes of their understandings and personal experience of creativity, the contribution of ICT, and their reflections on professional development. This analysis raises the issue of designing learning experiences, which promote and support creativity with ICT in the context of teacher learning. A conceptual framework to describe creative practices with ICT in teacher education was developed from the study. 相似文献
2.
Included in the contemporary mathematics curricula in Ghana is the expectation that mathematics teachers will integrate technology
in their teaching. However, importance has not been placed on preparing teachers to use ICT in their instruction. This paper
reports on a study conducted to explore the feasibility of ICT use in mathematics teaching at senior high school levels in
Ghana. Interviews and survey data were used for data collection. Preliminary results showed that mathematics teachers in Ghana
do not integrate ICT in their mathematics instruction. Among the major perceived barriers identified were: Lack of knowledge about ways to integrate ICT in lesson and Lack of training opportunities for ICT integration knowledge acquisition. To overcome some of these barriers, opportunities of a professional development arrangement for pre-service mathematics
teachers were explored. Findings from the study revealed specific features of a professional development scenario that matters
for ICT integration in mathematics teaching in the context of Ghana. 相似文献
3.
The Schools IT2000 initiative, launched in 1997, was the first large-scale attempt to integrate information and communications technology (ICT) into teaching and learning in the Irish education system. As part of this initiative a training continuum was developed with the objective of enabling teachers to progress from novice to expert users of ICT. Short-term in-service courses were offered to all post-primary teachers in the state. Third-level institutions were invited to develop professional development programmes in the area of ICT in education to advance the training continuum. This article reports on the findings of a survey of teachers who had progressed along this training continuum and had opted to study for a postgraduate award in ICT in Education. The research aimed to determine the general profile of teachers electing to study on the programme, their current use of ICT and the types of in-service education and training in ICT they had previously been exposed to. 相似文献
4.
Abstract Examples from a team of collaborating secondary teachers—one visual arts teacher and one science teacher—highlight key aspects of this professional development project in arts integration. The article traces a regional network designed to build teacher capacity with implications for the design, effectiveness, and sustainability of professional development for secondary teachers. It describes the framework for professional development through the first two years of the project. In year one, teachers increased their understanding of arts integration; collegial collaboration; the design and use of assessments that align with standards, benchmarks, and learning goals; and how to reflect on student work. In year two, professional development activity focused on co-teaching and helping teachers to increase the rigor of student learning goals as a way to improve student learning in arts and non-arts content areas. Project outcomes and challenges to sustaining such job-embedded and networked professional learning opportunities are discussed and directions for further research are offered. 相似文献
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6.
This study assessed several precursors that might be connected to Information and Communication Technology (ICT) practices enacted in classrooms, namely, science teachers' conception of traditional versus constructivist teaching and learning, their sense of efficacy, ICT efficacy, and ICT professional development. Data were gathered from 303 science teachers. According to the results, constructivist conceptions exerted moderate effects on the teachers' sense of efficacy constructs, which in turn increased their ICT efficacy. Additional results pointed to the positive mediation role of teachers' ICT professional development in linking their ICT efficacy to ICT use for constructivist activities in their science classroom. 相似文献
7.
Janet Mei‐Chuen Lin Pei‐Yu Wang I‐Chun Lin 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(1):97-108
This paper presents a two‐dimensional model for measuring individual teachers' progression in ICT integration and for guiding them toward higher integration levels. There are four levels in the pedagogy dimension: direct teaching, cognitively active learning, constructive learning, and social learning. These levels are defined based on four factors: teacher pedagogical beliefs, instructional strategies used, teacher‐student interactions, and the types of tasks students are expected to carry out. The technology dimension contains eight levels, ranging from Level 0 (nonuse) to Level 7 (implementing sophisticated instructional applications). The eight levels are defined based on three factors: whether a teacher is a passive consumer or an active producer of the ICT‐based resources, sophistication of the ICT tools that a teacher uses, and richness of functionality of an ICT‐based product developed by a teacher. To validate the proposed model in terms of its applicability and practicability, three case studies were conducted. The results showed that this model was able to adapt to individual preferences of the three participating teachers as well as guide their progressions in ICT integration. 相似文献
8.
Abstract This article examines the introduction of national standards and guidelines for the use of information and communications technology (ICT) in initial teacher training in England and Northern Ireland. The context for the increased focus on ICT in teacher education is described for each part of the United Kingdom (UK). Comparisons are drawn between the two areas of the UK to show how schools and teacher training institutions have attempted to meet the standards within each political context by examining the positive features of three case teacher training courses, two in England and one in Northern Ireland. From this, inferences are drawn about the level of intervention by Government and whether greater government control has reduced or increased the integration of ICT into the cycle of teaching and learning. 相似文献
9.
Susanne Owen Dharma Palekahelu Toar Sumakul Eko Sekiyono Gerald White 《Teacher Development》2018,22(4):447-463
Many developed and developing countries are seeking to systematically transform their education processes through Information and Communication Technology (ICT). The aim of this paper is to present findings from one aspect of a larger ICT study in a particular location in a developing country, with the specific focus presented here being ICT professional development and impacts. Research methods in the study included teacher and school leader surveys, targeted interviews and also case studies. Findings at a systems level generally indicated insufficient coordination of training and minimal follow-up occurring. In case study situations in which the school leader ensured a schoolwide approach to the professional learning of teachers, ICT was more embedded into student learning processes in classrooms. Considering ICT and other professional learning relevant to education, this paper has relevance for policy developers and school leaders in developed and developing world contexts. The need exists for using coordinated professional development processes, with more centralised ‘one-off’ training supplemented by schools and districts. The establishment of peer learning groups or mentors to support skill-building over time is also needed. Through these ongoing processes, teachers can more effectively make changes in their teaching practices, with potential impacts on student learning. 相似文献
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11.
Michael Hammond 《Technology, Pedagogy and Education》2013,22(1):29-42
Abstract This article reports on teaching information and communication technology (ICT) as a subject. It arises out of research carried out with ICT trainee teachers during their initial training and their first years of teaching. The backgrounds of four cohorts of new ICT teachers are described along with levels of retention in teaching. The associations that trainee and new teachers make with their subject are then explored. It was found that specialist ICT teachers see ICT as a practical subject offering pupils scope for variety and control over their learning. A key, and they felt unique, feature of ICT was its ever-changing nature. The research explores the planning and teaching of ICT and features of ICT subject knowledge. The article concludes by highlighting the continuing shortages of specialist ICT teachers in school and the need to support the career development of those teaching ICT. 相似文献
12.
《Africa Education Review》2013,10(2):236-253
AbstractThe demands of the twenty-first century require effective and sustainable use of Information and Communication Technologies (ICTs) in education. Various ICT strategies and initiatives across South Africa have not resulted in system-wide, sustainable ICT integration in schools. Although the roles of principals are acknowledged in educational management, the question remains how principals influence teachers' effective and sustainable integration of ICT through teacher professional development (TPD). A matrix of theoretical criteria selected seven participants across diverse contexts. In-depth interviews produced an integrated dataset that revealed principals' patterns of influence, their perceptions and experiences, their leadership and management styles, their attitudes towards ICT integration, their knowledge on related ICT and related TPD issues, as well as their strategic thinking on ICT integration. The proposed theoretical framework illustrates the interrelatedness of aspects that influence principals' leadership through open distance learning. 相似文献
13.
Niki Davis Christina Preston Ismail Sahin 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(1):135-148
This paper is one of a pair that re-examines the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. Reanalysis of data gathered for the 2004 evaluation uncovers the complexity of such professional development. The effectiveness of contrasting approaches to ICT-related teacher training was analysed using the national survey of 496 trainees and experts' reports on 11 of the 47 training providers. multilevel evaluation of professional development was shown to be robust for ICT teacher training, including a significant correlation between the views of experts and those of teachers. The presence of the middle level of 'organisational support and change' emerged as a particularly discriminating factor, indicating that higher-quality teacher training supports change in the classroom and in the school. Therefore, we recommend that all five of Guskey's levels be consistently adopted for the evaluation of ICT teacher training, and that research should also adopt a multilevel model. A second paper delves deeper to describe and contrast the highest and lowest-rated approaches to ICT teacher training. 相似文献
14.
ICT is meant to be integrated in all subjects in Norwegian schools; nevertheless many teachers are reluctant to use ICT in their own teaching. This paper explores to what extent teachers use ICT in their classroom teaching and what teacher‐level factors influence the use of ICT. It draws on an analysis of 10 focus‐group interviews with 10 teachers and a quantitative study of 59 teachers in three lower secondary schools in Hamar, Norway. The teachers showed commitment to ICT; however, may did not see the educational value, except for increased access to learning material and to stimulate learner motivation. Teachers also expressed lack of ICT confidence even though they have been taking part in ICT courses. A main finding is that to integrate ICT in one’s own teaching is a difficult and gradual process and teachers must be given time to find their own way to merge ICT with their own teaching style. 相似文献
15.
Deryn Watson 《Education and Information Technologies》2006,11(3-4):199-216
This paper sets the debates of the other papers in the context of a benchmark in time that is after four decades of deliberations about the relationship between ICT and education. The environment for and deliberations about this relationship has been one of rapid change in perspectives, most characterised as a shift of focus from the technology to learning. While contemplating the future however, a number of enduring issues remain, including understanding how learning occurs, learning with or about the technology, and the role of the teacher and professional development. The papers address these issues, as well as exploring national policies and software learning environments; all reflect on the growing complexity of the situation and the conundrum of failure to achieve ‘lift-off.’ Key phrases for debates in the future include lifelong learning, the commonplace of ICT in society, the digital world of the young, and the digital ethical dilemmas. In addition I suggest that the key word of change could be paid more attention. 相似文献
16.
This longitudinal, empirical study was set out to evaluate the quality of Information and Communications Technology (ICT) teaching in two UK rural primary schools with ICT-rich environment. The research was carried out for approximately two and a half school years in order to obtain a holistic view of the way teachers implement ICT and of the ways they interact with their pupils. The main data collection techniques employed were participant observation, semi-structured interviews and documentary analysis. The data analysis, derived from the observation of several case studies, suggests that teachers were not sufficiently motivated to drive and enhance their teaching and pupils’ learning by the available New Technology and Communication Resources (NTCR). The teachers involved did not in general integrate the NTCR in the teaching and learning process and their own role in the classroom has not yet been adapted to the NTCR. The most frequently identified problems, as also mentioned by the teachers themselves, were: lack of time to organise, prepare and implement computer activities due to pressures from everyday workload and time and curriculum restrictions. Teachers also complained about shortage of on-going training and technical support. The research’s findings identified five main ways forward: adaptability, integration, sustainability, professional development and reflective thinking. 相似文献
17.
Zuochen Zhang 《Teachers and Teaching》2019,25(6):730-742
ABSTRACTThis article reports the perceived learning of a group of Chinese teacher candidates who audited an ICT (Information and Communication Technologies) literacy course while participating in an exchange programme between Southwest University in China and the University of Windsor in Canada. Data were collected through 1) reflective notes written by visiting students and 2) semi-structured interviews conducted with them towards the end of their visit. The majority of participants stated that the learning experience helped them to realise the important role theory plays in the learning of ICT and to seek ideas of how to creatively integrate ICT in their future classrooms. Participants with limited ICT knowledge and skills reported that by being exposed to various functions of frequently used programmes and many free software programmes, they felt more confident in using ICT in their own teaching. Furthermore, those with strong ICT backgrounds found that the course helped them to understand the relationship among ICT, society, and pedagogy. The teacher candidates’ perceived learning included aspects of culture and pedagogy in addition to ICT knowledge and skills. Coming to know in ways like this is critically important to international partnerships and foundational to reciprocal learning where each learns from the other. 相似文献
18.
The AGIRE project, under the Edulab concept, aims to promote the adoption of innovative teaching practices. This paper reports the support strategies used to evaluate the teacher practices at the end of a teacher training course (TTC) and analyse its impact on teacher technology integration, using a design-based methodology. Teachers’ initial perception was gathered using an online questionnaire comprising ICT personal and professional competencies. The questionnaire results and the classroom observations showed that the majority of teachers were at the level of ICT adoption, before attending the TTC, reaching the adaptation level of integration of ICT, after the TTC. A variety of teaching strategies (flipped classroom, collaborative work, …) and technologies (interactive white boards, tablets, videos, …) were explored. The results sustain the thesis that, with proper support, ICT can be integrated in educational contexts in an innovative way and contribute to the development of teachers’ digital literacy. 相似文献
19.
Hannele Niemi 《Technology, Pedagogy and Education》2013,22(1):85-103
Abstract This article describes the recent development of Finland as a learning and information society. Education, training and research have been seen as core factors to accelerate development towards a society where all citizens have a high level of competence in using information and communications technology (ICT) in their lives. A short review is given of the present situation in schools and teacher education and of how governmental strategies have guided the development and use of ICT for a learning society in Finland. The strategies of teacher education departments in universities are then analysed with the main focus on how teachers learn to use ICT as a tool which opens up high-quality learning opportunities for pupils and challenges teachers' growth as professionals. Cases have been selected to describe good examples of teachers' pre-service and in-service education. These draw a picture of how ICT is applied in different fields of teacher education. At the end of the article some trends from the late 1990s to early 2002 will be summarised. These trends are: using ICT more as a mindtool, moving towards more collaboration, interactivity and active learning, more integration of ICT in curricula and a better technical and pedagogical infrastructure. 相似文献
20.
John Robertson 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(4):403-409
School inspection reports, at the end of the 20th Century, in both Scottish and English primary schools, clearly identify the use of ICT as the weakest aspect of professional practice. On this evidence, despite initial certainty of political purpose and considerable optimism regarding its effects on teaching and learning, ICT remains, after twenty years, a marginal force in the education of 5–12 year–olds. Though numerous research studies in the 1980's and 1990's seemed to have identified the conditions for the effective transfer of ICT into primary schools and repeated governmental initiatives invested heavily in both infrastructure and training, teachers have not embraced ICT within their core practice. This paper suggests that the adoption of exclusively rational, perhaps hyper–rational, methodologies, by researchers working in the mainstream of schools and teacher education institutions has resulted in a failure to understand the complex cultural, psychological and political characteristics of schools. Alternative avenues for research are proposed. 相似文献