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1.
Abstract

The concern that teachers are being inadequately prepared by their pre-service education to be confident and competent users of information technology remains, despite over a decade of computer availability in education systems. This paper examines the views of 234 pre-service teachers who experienced an information technology component in their teacher education course. It finds that many students have low computer self-efficacy and express negative feelings about information technology. These perceptions are gender and age related. It concludes that the need for information technology competency training remains important, but such programmes need to be specifically tailored to account for the wide range of experiences and attitudes of pre-service teachers.  相似文献   

2.
Abstract

The use of technology to support learning is becoming ubiquitous in Africa. However, technology is more often used to distribute information rather than as a tool to mediate learning. The work presented here on a programme for Zambian community school teachers (non-traditional students) illustrates how learning design allied to appropriate theoretical concepts make use of technology to mediate learning. The objective of this course was to support Zambian community school teachers, with little formal teacher education, to use interactive methods to support their teaching practices. The research makes use of a constructivist-hermeneutic-interpretivist-qualitative paradigm to critically evaluate the learning design by experts. A social constructivist framework for learning design and technology mediation was used to create and evaluate learning resources. The work illustrates how a distance education paper-based course design is enhanced by the use of contemporary learning theory and digital technology to model good interactive classroom practice.  相似文献   

3.
ABSTRACT

While higher education teachers are able to use information in sophisticated ways to learn and communicate within their disciplines, they may not be accustomed to teaching their students to use information creatively and reflectively to support their work in a course. This article introduces informed learning design, a curriculum design model by which teachers specifically enable students to learn course content through intentional engagement with information. Drawing from informed learning pedagogy and the variation theory of learning, the design model outlines an instructional pattern for enabling student awareness of critical aspects and features of the object being studied related to both information use and course content.  相似文献   

4.
Abstract

There has been little research on how a content-based teacher education course can embed effective training in the use of the World Wide Web to search for information and present learning outcomes. To address this gap, the present study documents the experience of 64 pre-service and inservice teachers who completed a web-based group project in an applied linguistics course. Participants expressed general appreciation of the experience but also felt tension between technology and content learning. The study raises questions about the role of technology in knowledge construction, teachers' beliefs regarding what constitutes learning in a content-based course, and how new technology can be used to enhance the learning of content knowledge.  相似文献   

5.
ABSTRACT

The results of a survey of experiences, feelings and preconceptions concerning information technology (IT) that University of Oxford history and geography interns bring to the one year secondary teacher training course are reported. A notable finding was the significantly greater importance attributed to the use of computers in subject teaching by geography interns compared with historians, and the relatively large numbers of the latter ascribing little or no importance to the use of computers in the teaching of history. Analysis of the qualitative data provided by this study provided a range of insights into the ways in which geography and history interns viewed information technology. There was a marked difference between the two groups not only in their feelings about IT but in the degree of sophistication with which they articulated IT issues. The geographers were more positive and were able to support their views with specific examples of software and applications. Their level of knowledge and understanding was often well developed. The historians, in contrast, rarely exhibited the same level of specificity. They viewed IT in a more generalised way. It was often assumed to be ‘a good thing’ and something that might be useful, but there was a marked degree of uncertainty. There was however a distinct group within the historians who exhibited a high degree of anxiety about IT and where views were expressed in very emotive terms. Reflections of a group of school mentors and university curriculum tutors on the findings are also described, and a number of issues and dilemmas for initial teacher education partnership schemes are identified.  相似文献   

6.
Abstract

Social work educators are increasingly using advanced information technologies in their distance education programs. Despite the widespread use of distance learning in social work education, there is limited information available regarding the effectiveness of courses, particularly practice courses, that use these technologies or the experiences of the students and instructors who are helping to pioneer these technological initiatives. This article presents reflections from students from two MSW practice classes linked together through interactive TV, also known as compressed video. The authors, who were course instructors using this technology, present their reflections on the process and make recommendations for future distance learning courses.  相似文献   

7.
Abstract

This article describes the consequences of using an assessment portfolio as a means of implementing information and communications technology (ICT) in initial teacher education. The study involved a group of 18 mathematics student teachers both during their training year and in their first year of teaching. The results suggest that the aim of motivating them to use ICT in teaching mathematics was achieved, but the students did not value the portfolio per se. It seems that it needs to be made a more formative experience if it is to fulfil its potential.  相似文献   

8.
Abstract

This article documents observations of pre-service teachers about how both students and teachers are using information technology in 374 secondary classrooms in Ontario, Canada. Also reported are some of the challenges that have resulted since the advent of this technology in these schools. The findings have direct implications for teacher education. Not only must teacher candidates learn how to use and apply this new technology, but they must be made aware of other issues (such as classroom management issues) stemming from the integration of information technology in the classroom. Teacher education programs must remain current: one way of doing this is to investigate ongoing classroom practices and issues. This article helps to identify both  相似文献   

9.
ABSTRACT

Students enter initial teacher education institutions with a wide variety of experiences of information technology. This report aims to create a national perspective of their abilities and needs based on data collected independently by a number of institutions from England and Wales. For this preliminary survey data were provided by eight institutions. The survey covers 1370 students, of whom 731 were primary and 639 secondary. The data were gathered over a three year period (ending 1990/91) using a variety of questionnaires designed to gather data on the students’ previous computer experience, their proficiency in using computers, and their attitude to information technology both personally and its use in education.

The data indicate that students entering initial teacher education have a wide variety of needs regarding information technology (IT). The proportion of students lacking any computer experience prior to their course varied from 8% to 60% depending on institution and course. The most common experience was word processing only. The location of this experience also varied, with school use more common for students who had just left school and use at work common for mature students. Differences were indicated with factors such as age, course and gender. A proportion of students (2% – 49%) felt anxious or very nervous when computers are mentioned. However, most students feel that it is important to use IT in their teaching, despite these anxieties. The provision of a differentiated IT experience for students is recommended. A more reliable annual survey using a common instrument is now underway. The questionnaire is available from the ITTE Association. 1 1The questionnaire is available from the Association for Information Technology in Teacher Education, 219 Osward, Courtwood Lane, Croydon CRO 9HG, United Kingdom.

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10.
Abstract

Research evidence suggests teacher educators who role model the use of information communication technology (ICT) in their practice help their students build confidence and competence as ICT users. This research finding is also supported by feedback from Louisiana Tech University students in teacher education. Research also indicates that a number of factors impact the adoption of ICT in the practice of teacher educators. This research has examined one of these factors, namely the benefits of one-on-one coaching for teacher educators by technology coaches as they worked together to learn to use technology. Participants included 33 teacher educators from Louisiana Tech University and 14 pre-service teachers. The pre-service teachers served as technology coaches and worked with the teacher educators in their offices and classrooms as they learned to use technology for their personal benefit and to integrate technology into their teaching. Interviews and observations indicated that coaches as well as teacher educators benefited from the relationship and both groups increased their technology competency.  相似文献   

11.
Research Findings: Children's (n = 980) social competence during prekindergarten was assessed as a function of their teachers’ (n = 233) exposure to the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum and 2 levels of support through MyTeachingPartner, a Web-based approach to professional development. Children in classrooms that implemented PATHS had increased levels of teacher-reported social competence over the course of the year. There were no associations between the use of PATHS and reductions in teacher-reported social problems. The results also suggested that teachers who used the MyTeachingPartner website more often reported greater gains in children's social competence. Practice or Policy: These findings have implications for the development and dissemination of social-emotional learning curricula and the provision of effective implementation supports for teachers. Continued work on the best ways to integrate technology into the professional development of teachers, both in service and preservice, is likely to enhance the accessibility and quality of supports for teachers.  相似文献   

12.

This paper reports a study of the views of teachers and Examination Board staff on the introduction of individual investigative work into pre‐university (Advanced level) Chemistry courses in England. The move towards investigative work at this level represented a significant change in emphasis in the nature of assessed practical work in pre‐university courses, and was initially a feature of only two courses, the Salters’ Advanced Chemistry course and the Cambridge Modular Science course. In this study, data were collected through the use of interviews with selected teachers of the two courses, and also with key staff in the relevant Examinations Boards. The findings of the study suggest that both teachers and Examination Board staff view the move towards investigative work at this level as having a number of benefits for students, though teachers reported some difficulty with their joint roles of teacher and assessor.  相似文献   

13.

This essay describes a written exercise of educational autobiography that is conducted with in-service teachers in a graduate course in the social foundations of education. When teachers reflect on their own schooling experiences through educational autobiography, they can see their own personal and professional development in a new light that can enlighten their current work in the classroom. The use of educational autobiography allows teachers a moment of reflection when they can connect their own experiences as students with their social and political work as educators.  相似文献   

14.
ABSTRACT

This article examines the experiences of 22 Black and minority ethnic (BME) trainee teachers who were enrolled on a secondary teacher training course at one university over a two-year period. It argues that BME trainee teachers experience different forms of exclusionary practices in the classroom, but use their identities in a positive way to reinforce aspects of their experiences.  相似文献   

15.
Teacher education institutions conduct information and communications technology (ICT) courses to prepare preservice teachers (or initial teacher education candidates) to support their teaching practice with appropriate ICT tools. ICT course evaluations based on preservice teachers’ perception of course experiences are limited in indicating the kinds of ICT integration knowledge or technological pedagogical content knowledge (TPACK) preservice teachers have gained throughout the course. Preservice teachers’ ICT course experiences was found to influence their intentions to integrate ICT but its influence on their TPACK perceptions, if better understood, can inform teacher education institutions about the design of ICT courses. This study describes the design and validation of an ICT course evaluation instrument that examines preservice teachers’ perceptions of ICT course experiences and TPACK. Hierarchical regression analysis was performed on survey results collected from a graduating cohort of 869 Singapore preservice teachers who had undergone a compulsory ICT course during their teacher training program. These preservice teachers were being prepared to teach the different subject areas at primary, secondary, and junior colleges (or postsecondary institutions for 17–19 year olds) in Singapore. The regression model showed that preservice teachers’ perceived TPACK was first influenced by their perceptions of course experiences that supported the development of intermediary TPACK knowledge components such as technological knowledge and technological pedagogical knowledge. The methodological implications for the design of ICT course evaluation surveys and the practical applications of survey results to the refinement of ICT course curriculum are discussed.  相似文献   

16.
Abstract

Two surveys of the 1997–98 cohort of Postgraduate Certificate of Education students in the United Kingdom showed that students had a wide range of information and communications technology (ICT) skills at the start of their course; much of their experience had been gained during their undergraduate studies or at home. They also had considerable enthusiasm for learning more skills and using them in their future careers as teachers. However, as many other researchers have also found, students were not always able to transfer their skills to use in the classroom, although they very often used them in preparing both classroom materials and assessed coursework. Significant differences in ICT use were found between students studying different subjects; availability of ICT facilities in schools (varying between subjects) also affected use of ICT. The results are discussed in terms of attitudes to ICT in schools.  相似文献   

17.
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18.
信息技术快速发展,开发微课、慕课已成为高校教师的要求之一。快课技术是开发微课、慕课的集合技术。主要参考UTAUT理论对高校教师快课技术的接受度现状进行调查,发现教师对快课技术的作用的认同度高,但在技术上会遇到较多困难,且求助渠道较少,所以他们期待技术简单化。  相似文献   

19.
Abstract

In a 4‐year study of new teachers who completed the MINT (Massachusetts Institute for New Teachers) alternative teacher‐licensing program, we found that this particular fast‐track model recruited a group of highly committed new teachers. However, these new teachers expressed dissatisfaction with the effectiveness of their teacher education program. Many of the teachers tended to use traditional teaching methods. Some regarded their professional development and mentoring experiences as insufficient. Some believed their potential for school leadership was not being fully realized. A similar set of perceptions were reported by a group of new teachers who had completed college‐based teacher preparation programs, although the college program‐prepared teachers tended to give higher ratings to their teacher preparation program and to use a wider variety of teaching strategies in the classroom.  相似文献   

20.
A follow-up of 146 recipients of a B.A. degree in psychology yielded information about their course work in psychology, GPA, fields of interest, plans for graduate study, occupational or professional use of psychology after graduation, type of job held at the time of the survey, value of faculty help and advisement, and outstanding characteristics of faculty who had beneficial influence on the personal and professional development of the graduates. Multivariate analysis of variance and correlational analyses led to eight conclusions, some of which corroborate the findings of the previous studies and others of which provide new information about the uniform as well as differential effect of the undergraduate curriculum in psychology.  相似文献   

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