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1.
There is very little argument that one of the major developments to have impacted in schools in the past decade is the rapid and world-wide development of information and communication technologies (ICT), particularly the Internet. In Hong Kong, reforms in the ICT teacher training policy, and the fact that Hong Kong is a ‘wired’ city, has resulted in pre-service teachers being well versed in the technical competencies of computer usage and its pedagogical manifestations. However, there has been scant attention paid to the fact that students are actively engaged in large-scale autonomous, teacher-less learning via the Internet. In this paper, it is argued that for teachers to be leaders in contemporary classrooms, teacher education programs need to focus more on the deeper and wider implications of ICT and the Internet in education than has hitherto been the practice.  相似文献   

2.
《师资教育杂志》2012,38(4):395-411
This study set out to measure the perceptions of pre‐primary and primary school teachers in Cyprus regarding the impact and efficiency of a particular ICT in‐service training initiative. The research was carried out through telephone interviews with two groups of trained teachers. Teachers' responses indicated a significant impact of such training on their personal attitudes and skills. However, the professional practices which developed did not outline significant gains in student learning and achievement. Teachers' views on the efficiency of the training scheme highlighted the need for a more flexible ‘pick and mix’ training structure to tailor individual needs, and for professional development activities to become more relevant, to the context of classroom practices. The study also suggested that for ICT professional development to impact school practices, there is a need for contextual factors such as access to resources, curriculum time and a change‐oriented environment to be taken into account.  相似文献   

3.
Technology integration is influenced by many factors related to the teacher and the school environment. While many studies have examined factors that influence teachers’ use of Information and Communication Technology (ICT) at the teacher level, a growing number of studies have suggested that it is beneficial to examine those factors using multilevel modeling. Multilevel analysis can separate the impact of teachers from the school environment and provide insight into the influence of those factors at each level. This study uses multilevel modeling to analyze data from 3,652 grade 1–9 teachers in 289 schools in Taiwan. The results of this multilevel analysis found both teacher-level and school-level factors contributing to the integration of ICT in the teaching process. Among teacher level factors, teachers’ beliefs and hours of training in the previous year predicted ICT integration proficiency well. Among school level factors, training hours and teachers’ perceived school support are the most important factors that impact ICT integration. School support is not only a significant factor at the school level but also a strong predictor at the teacher level. In addition, important school level variables included access to Internet connectivity, availability of projectors, and stability of computers. These results highlight the importance of individual teachers and the role schools play in ICT integration.  相似文献   

4.
作为教师教育课程体系的重要组成部分,现阶段的信息化教学能力课程,忽视了"师范生"与"中小学教师"的角色差异,与中小学信息化教学改革的现实需求相脱节,不利于培养师范生的信息素养和信息化教学能力,难以有效地支撑卓越教师培养,亟须重构。立足"互联网+"时代背景,在课程调研基础上,梳理分析了师范生信息化教学能力课程建设与实施现状,明确了课程重构的基本原则,并以"信息化教学技术与方法"课程为例,从教学目标、教学内容、教学资源、教学模式、教学活动、教学评价等维度阐述了课程重构的设想,旨在从"过程"和"结果"两个层面有效地支撑卓越教师培养。  相似文献   

5.
A pair of papers re-examined 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. The first paper confirmed that multilevel evaluation of professional development was robust for ICT teacher training. This second paper contrasts the highest and lowest rated designs for ICT teacher training: an 'organic' approach that provided training in schools was highly rated, whereas a centralised computer-assisted learning approach with online access to trainers was the lowest rated design. The study supports an ecological view of the diffusion of ICT innovations in education and recommends that ICT teacher training be designed to support evolution of each teacher's classroom, school and region, as well as the training of the ICT teacher trainers.  相似文献   

6.
With technology increasingly being introduced into classrooms worldwide, stakeholders are asking whether ICT provides educational value. It is not simply having access to technology but how teachers use it that will determine its worth to education. Thirty-three teacher-designed technology-based tasks from eight subject areas were analysed for their effective use of ICT, and their potential to involve students in constructivist learning. Few of the tasks made effective use of ICT for meaningful learning, for reasons associated with teachers’ beliefs, attitudes, and missing TPACK components or competencies. These factors provide the basis for a model of areas to target when structuring professional development courses to help teachers better utilize educational ICT to design meaningful learning tasks.  相似文献   

7.
Research suggests students’ use of information and communication technology (ICT) may be more a matter of digital literacy and access rather than a generational trait. We sought to identify ICT preferences of post-secondary students (N = 580) through a Digital Propensity Index (DPI), investigating communication methods, Internet practices and the creation of online content. Age, gender and socioeconomic status were examined as factors which might explain why students use ICT. Results suggest age is a factor in ICT use but that it is not the most important consideration; the gender gap and gaps between socioeconomic groups in terms of ICT use may be closing. The findings raise a variety of implications for institutions training pre-service teachers, curriculum developers designing instructional materials and educational leaders developing ICT policy for schools.  相似文献   

8.
Information and communication technologies have the potential to enhance teaching and learning in higher education by improving access to and interaction with information and resources, and by facilitating dialogue between people. The benefits for learners studying independently are considerable. From the students’ perspective, networked learning offers opportunities that both draw upon existing ICT expertise and present new challenges. However, studies with UK Open University students indicate the potential for mismatches between teachers’ assumptions and learners’ actual ICT experience and competencies. Effective networked learning involves operational and intellectual components and students need to be well prepared for both.  相似文献   

9.
Technology has become an essential component in our society and considering its impact in the educational system, Information and Communication Technologies (ICT) cannot be dissociated from the educational process and, in particular, from pedagogical practices adopted for students who are blind or partially sighted. This study focuses on Portuguese reference schools for the education of blind and partially sighted students, regulated by the Decree-Law No. 3/2008, in which are concentrated the human and material resources that can offer an educational response with quality for these students with special education needs. The study intends to analyse the perceptions of the teachers, who teach visually impaired students in middle school and secondary school education in these reference schools, of their knowledge, teaching and training in the area of ICT, as well as of the real ICT integration in the teaching and learning of these students. A survey, which has been applied to these teachers in the 2012/13 school year, was adopted as a method of data collection. The results reveal a sample confident in their technological capabilities, however with little resourcefulness in some tools and software specific to the area of visual impairment and a very significant number of teachers ignoring many of these. The implementation of ICT with students who have visual disabilities is lower compared with the sighted students. The lack of specific training is considered to be the main obstacle for teachers, with regard to the real integration of ICT in the teaching and learning of these students.  相似文献   

10.
中国学生发展核心素养要求重视培养学生的数字化学习能力,因此,教师必需具备一定的信息技术能力.对山西中部X市467名中小学教师信息技术能力现状进行调查发现,教师信息技术应用形式主要是:课前教学准备和辅助课堂教学活动.绝大多数教师对于常用计算机技能已基本掌握,网页制作等技能有待培训加强.教师的信息技术应用能力与教龄、学历、学段有一定关系.从低教龄组到高教龄组,教师信息技术应用能力大致呈现出"强-弱"的表现;不同学历组教师的信息技术能力存在显著差异,研究生学历的教师信息技术能力明显比其他学历的教师强;不同学段组教师的信息技术能力存在显著差异,小学、初中教师信息技术能力明显强于高中教师.  相似文献   

11.
Information and communications technology (ICT) has fast become the rhetorical foundation of the UK government's attempts to transform adult education radically and to establish a ‘learning society’. Central to this rhetoric are a series of largely untested assumptions about the potential of ICT to increase and widen levels of educational participation to include those groups of learners who have previously been excluded. With this in mind, the present paper contrasts recent government rhetoric concerning post-compulsory ‘e-learning’ with an analysis of data from the 2002 National Institute of Adult Continuing Education (NIACE) survey of 5,885 households. With these data suggesting that access to ICT does not, in itself, make people any more likely to participate in education and (re)engage with learning, the paper concludes by considering how ICT might be more realistically re-approached by the educational and political communities.  相似文献   

12.
Information and communications technology (ICT) now plays a prominent role in pre-service teacher education programmes across the globe. Despite this emphasis, research indicates that pre-service teachers’ use of ICT is often less than expected, even though they express positive opinions of its benefits. This study aimed to explore pre-service teachers’ views of ICT and consider the function of their expressed opinions. This longitudinal study, using one-to-one semi-structured interviews, was conducted with pre-service teachers on entry and on completion of a one-year Masters programme in Spain. The pre-service teachers held quite traditional views of teaching and learning, presenting teaching in an either–or manner – either ICT supported or non-ICT supported. They also spoke positively about ICT while simultaneously expressing reservations about it. The article argues that these contradictory positions may be a result of the need to navigate two competing environments, the higher education institution and the practicum school, where expectations of ICT use may differ. The article explores this performative function of their talk.  相似文献   

13.
This study investigated the opportunities for learning afforded by access to mobile phones, and the associated challenges created by their use in a peri-urban private secondary school in Uganda. The study was motivated by availability of phones with facilities to connect to the Internet and to access free open education resources (OERs), which if used appropriately, could support changes in pedagogy required to promote learning in rural schools in Uganda. Information was collected using interviews, observations and focus group discussions with parents, students and their teachers between June 2014 and July 2015. Results show a slow positive change in attitude amongst teachers and parents that phones are useful in learning; an increased enthusiasm and eagerness among students, and more engaging and interactive lessons. Some teachers found challenges in accessing education resources due to poor Internet connectivity, while others required skills and knowledge about appropriate OERs that promote interactive learning. The study recommends re-skilling of teachers to use mobile phones to access the Internet, use of OERs and ICT interactive pedagogies especially in schools with limited access to computers and Internet connectivity.  相似文献   

14.
To date, very little research has focused on the preparation of teachers who work with hearing-impaired adolescents. In this study, a survey was developed to glean information on what secondary level teachers judge to be the essential competencies for working with hearing-impaired adolescents. In addition, the questionnaire asked teachers to indicate the degree of training they had received in the competency areas. The surveys were returned by 487 teachers. They indicated that 18 competencies should be considered essential for teaching adolescent students. For 15 of those 18 competencies, however, they indicated that there was a significant difference between the importance of the competency and the degree of training that they had received in the area. Implications for teacher preparation programs and state certification agencies are discussed.  相似文献   

15.
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   

16.
This paper reports on a study conducted in five primary schools in Cyprus, focusing in detail on one of them. The purpose of the research was to explore the social status of pupils identified as having special educational needs within mainstream settings. One of the key findings was that pedagogy influences the social status of these pupils. Therefore, this paper examines the dynamic relationship between pedagogy, social status and inclusion. A major intention for inclusion in Cyprus is to promote social interactions and relationships between pupils, identified as having special educational needs, and their peers. Thus, the research examined how far this aspiration is being fulfilled and set out to understand the role pedagogy might play in enhancing or impeding the social status and inclusion of these pupils. The findings suggest that the teaching arrangements and pedagogical approaches employed by teachers are central in shaping the social status and inclusion of all pupils and particularly those who have been identified as having special educational needs.  相似文献   

17.
The present study sought to identify training needs of prospective teachers in the area of mainstreaming, and to determine whether special and regular education student teachers perceive a need for training in a common core of competencies. Subjects were 400 teachers in training who had finished their teaching practicum. Responses to a 53‐item competency questionnaire revealed that both groups indicated a need for additional training in several similar areas, including communication, classroom management, evaluation, and professional knowledge, needs also identified in the literature for practising teachers. Special education student teachers, however, expressed the need for more extensive training in a range of specific skills in these competency clusters. Implications of these Findings for teacher preparation programs are discussed.  相似文献   

18.
A competency profile for teachers of Computer Science in Cameroonian secondary education – In 1998, the Cameroonian government decided to introduce Computer Science as a school subject. To implement this decision, it began to train teachers of Computer Science according to the same training model used for teachers of other disciplines. Despite the consensus that seems to be emerging from the scientific community regarding the need to give priority to a cross-disciplinary use of information and communication technologies (ICT) in primary and secondary education, some countries, such as Cameroon, have opted to teach Computer Science. While such a political choice might in principle appear to be inappropriate for the development of students’ ICT skills, the article shows that it nevertheless introduces teachers into the system who have a predisposition to act as catalysts for the pedagogical integration of ICT. Such a development could occur provided these teachers are trained in a range of additional skills – those proposed in the article – which would enable them to contribute effectively. If this approach were implemented, sub-Saharan countries such as Cameroon would, in their Computer Science teachers, have access to human resources capable of quickly generalising the cross-disciplinary use of ICT in the education system.  相似文献   

19.
The literature shows an increase in blended learning implementations (N?=?74) at faculties of education in Turkey whereas pre-service and in-service teachers’ ICT competencies have been identified as one of the areas where they are in need of professional development. This systematic review was conducted to find out the impact of blended learning on academic achievement and attitudes at teacher education programs in Turkey. 21 articles and 10 theses complying with all pre-determined criteria (i.e., studies having quantitative research design or at least a quantitative aspect conducted at pre-service teacher education programs) included within the scope of this review. With regard to academic achievement, it was synthesized that majority of the studies confirmed its positive impact on attaining course outcomes. Likewise, blended learning environment was revealed to contribute pre-service teachers to develop positive attitudes towards the courses. It was also concluded that face-to-face aspect of the courses was favoured considerably as it enhanced social interaction between peers and teachers. Other benefits of blended learning were listed as providing various materials, receiving prompt feedback, and tracking progress. Slow internet access, connection failure and anxiety in some pre-service teachers on using ICT were reported as obstacles. Regarding the positive results of blended learning and the significance of ICT integration, pre-service teacher education curricula are suggested to be reconstructed by infusing ICT into entire program through blended learning rather than delivering isolated ICT courses which may thus serve for prospective teachers as catalysts to integrate the use of ICT in their own teaching.  相似文献   

20.
Teachers and ICT: current use and future needs   总被引：3，自引：0，他引：3  
In Scotland, ICT is clearly integral to the existing curriculum in primary and secondary education, see, for example, the 5–14 Development Programme or Higher Still in which information technology is identified as one of the core skills areas (HSDU, 1998). In light of current UK-wide developments such as the National Grid for Learning (NGfL) and the New Opportunities Fund (NOF) funded training in ICT for teachers and librarians, it is all the more important to understand teachers' ICT skills and knowledge needs, to discover their priorities for future development and to establish what will encourage teachers to adopt ICT where appropriate in their professional lives as classroom practitioners, as planners and managers and as learners. An investigation of the ICT skills and knowledge needs of teachers working in Scotland was therefore commissioned by the Scottish Office and completed by the authors. This paper reports on that study indicating relatively low use of ICT and a number of key issues which have implications for teacher training and development. The full report is available on the Scottish Executive website (http://www.scotland.gov.uk/).  相似文献   

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