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1.
This qualitative study focuses on newly qualified teachers’ use of information and communication technology (ICT) as a tool for meeting the challenges of their everyday work. The overarching aim is to investigate whether they can contribute to new knowledge about learning in ICT contexts. Theoretical points of departure concern the changeable nature of learning in situations where ways of communicating knowledge and skills are changed. The study draws upon interviews and observations. The findings show intersections picturing the new technique as partly changing the circumstances for teaching, learning and collaboration between colleagues. The new teachers’ utterances show that ICT utilisation is extensive and exhibits great variation both among female and among male participants. Boundary‐crossing changes become visible in the collaboration between more experienced teachers and those who are newly qualified, especially when they work on a common development project. However, there are relatively few teachers who bring up active ICT use in connection with pupils’ learning. Changed roles because of ICT competence raise questions about the importance of systematic ICT features within teacher education. Many of the newly qualified teachers wish they had more knowledge about ICT and related techniques. Another question is whether newly qualified teachers who show interest in using the technique can take on the role as agents of change in their active and creative use of ICT.  相似文献   

2.
The research reported here investigated the use of information and communication technologies (ICT) by 15 Hong Kong preservice early childhood teachers (PSTs) who had completed a course regarding the use of ICT in early childhood settings as they participated in their first-year teaching practicum. The study examined the preservice teachers use of ICT and their ability to integrate ICT into their teaching practices. The research took place in 7 preschool settings across the Hong Kong Special Administration Region (SAR). The results indicated that preservice teachers used ICT mostly in the context of a teacher-directed approach to learning. The contexts allowed for few child-directed activities and very few child-initiated activities. Similarly, when the preservice teachers incorporated learning activities that used ICT, they initiated and directed most of the activities. The findings from this study indicate that school factors, such as school-level curriculum, ICT infrastructure, and the mentor-teacher’s teaching philosophy exerted a powerful influence on the way that preservice teachers were able to use ICT in their teaching practicum.  相似文献   

3.
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   

4.
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   

5.
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   

6.
This paper explores school and teacher factors that are associated with the frequency of use of ICT by mathematics teachers. The SITES 2006 data base was used to compare countries with a relative high percentage of frequently ICT-using mathematics teachers (HIMA countries) with countries with a relative low percentage of frequently ICT-using mathematics teachers (LOMA countries). Meaningful effect sizes (≤?0.5 or ≥0.5) for 29% of the items in the SITES 2006 database were found. The findings suggest that mathematics teachers in HIMA countries, more than in LOMA countries apply a learner-centered approach in their educational practice and have a focus on life long learning competencies. In addition, compared to LOMA countries, school leaders in HIMA countries, are active in stimulating the use of ICT and encouraging teachers to apply new ways of teaching and learning. The school level items of the SITES 2006 database with meaningful effect size were factor-analyzed resulting in five factors: 1. active communication, 2. school leadership development, 3. assessment orientation, 4. ICT use by school leaders and 5. Bottom–up change orientation. Country profile scores for HIMA and LOMA countries and for culturally comparable countries were generated to illustrate how these country profiles can be used to inform ICT policy.  相似文献   

7.
There have been increasing expectations that all primary school students and teachers actively use information and communications technologies (ICT) in their learning. In order to achieve this it is important that appropriate environments are set up to support the varying needs and potential of the different groups within the school context. However, in case studies of primary schools undertaken as part of the study Enhancing Learning Using New Technologies, also known as the E.ffects Project, our research indicated that the ICT learning environments established within schools often favoured the later primary year levels over the early primary school years. This paper will present illustrative evidence of this inequity using data extracted from the E.ffects Project case studies. It also discusses observed differences in approaches between early primary school years and later primary programs from the perspective of early childhood philosophies that underpin the first years of school.  相似文献   

8.
There are many ICT tools that teachers can use to support teaching and learning. In recent years, Learning Management Systems (LMSs) have been present in most higher education institutions. However, the availability of LMSs in K-12 is more recent. Furthermore, we believe that LMSs are promising even for K-12 teachers in face-to-face learning contexts because they have many educational features that can support learning with students. The goal of this study is 1) to identify the factors that influence the acceptability of the LMS by teachers, 2) to see if teachers’ ICT use influences their intention to use the LMS, and finally 3) to see if teachers’ ICT use influences their perception of the affordances of LMS educational features. The LMS in our study was introduced in a school board of more than 35,000 students and approximately 2400 teachers. To study the acceptability of the LMS, we used the Technology Acceptance Model. The results obtained from the show that the perception of usefulness is a good predictor of the intent to use the LMS. As for ICT use and the affordances of LMS educational features, the results show that they are not a good predictor of the intention to use.  相似文献   

9.
In Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology (ICT) into their teaching as a means to improve the quality of education. However, there has not been the same emphasis placed on providing professional learning opportunities for teachers on how to use ICT in their teaching. The present study investigated how a group of practising primary school science and mathematics teachers developed the skills needed to integrate ICT into their teaching. The study employed a combination of qualitative and quantitative research methods within an action research approach. The teachers took part in activities from a Technological Pedagogical and Content Knowledge (TPACK) based professional learning workshop, including designing lessons, classroom instruction, and reflection activities in teams. A lesson evaluation sheet, questionnaire, observation checklist, and logbook were used to gather data. The results showed that the teachers acquired an improved competency to integrate available ICT into their teaching through the intervention activities.  相似文献   

10.
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11.
Information and Communication Technology (ICT) is believed to contribute to innovative, pupil-centred learning environments. In these environments, curriculum characteristics fit pupil characteristics better and teachers act as coaches instead of lecturers. This article presents results from a study of teaching–learning characteristics and the role of the teacher in ICT learning environments. Observations were carried out in classrooms of 25 technology-rich primary and secondary schools in five European countries.
Qualitative and quantitative results show that in many cases ICT is used to facilitate traditional ways of teaching. Some examples of promising ICT teaching–learning situations are presented. In addition, quantitative results indicate that learning environments are more pupil-centred when there is a higher degree of curriculum differentiation and when teachers act as coaches. However, even if teachers act as coaches, they tend to stay firmly in control of the learning environment.  相似文献   

12.
This article reports on the findings of a study looking at the role of the school‐based mentor in developing the competence of trainee teachers in relation to the use of information and communications technology (ICT) in the classroom. One key factor in determining the contribution of the mentor appears to be the level of confidence in his/her ability to use ICT, both personally and in the classroom, which in turn has an effect on both the nature and range of the support given to the trainee teacher. Questionnaire and interview data indicated that many mentors feel that their ICT expertise is often not as great as that of the trainee (and therefore feel less confident and/or willing to offer guidance in this area) and that they are unable to offer support to trainees in relation to contexts that involve the use of ICT in the classroom. The authors would suggest that traditional approaches to mentoring might need to be reviewed in the light of this and they would argue that there could be benefits from adopting more innovative ways of working whereby the trainee’s ICT knowledge and skills might be used to full effect when combined with the mentor’s understanding of classroom teaching and learning. Such a model has implications for the providers of initial teacher training and these are discussed.  相似文献   

13.
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   

14.
There are many assumptions about the ways in which textbooks and other learning and teaching support materials (LTSM) can contribute to improved learning outcomes in many international contexts. These can focus on ways that they can implement the school curriculum, often in lieu of good pedagogical practice. Drawing on case studies from Rwanda and South Africa, the complexity of the role of LTSM as part of classroom enactment is shown. The discussion suggests that there are enabling factors to this including support for teachers’ use of LTSM and the availability of materials to all learners. A framework is presented in which LTSM, teachers and learners can become equal partners in teaching and learning, but only when adequate language and other pedagogical support structures are provided. Conclusions consider the potential impact for LTSM use when it is elevated to a medium that is accessible and useful to both teachers and learners.  相似文献   

15.
Practicum experiences in preservice teacher education are often characterised by disconnection. Preservice teachers are typically disconnected from university faculty and from their peers. Traditionally, university-based supervisors work to bridge the school and university contexts of preservice teacher education and facilitate learning to teach by visiting preservice teachers in their schools. This situation places high importance on the value of face-to-face interaction. The research reported in this paper explores the possibilities of utilising information and communication technologies (ICT) in the practicum component of preservice teacher education. It investigated the use of electronic discussion groups by preservice teachers and university lecturers while the preservice teachers were completing an internship towards the end of their teacher preparation programme. The paper discusses the benefits and challenges as reported by the participants in interviews, draws on the actual text of the electronic communication, analyses the findings, and draws implications for all participants in the preservice teacher education practicum. The study highlights the potential of ICT in providing new learning spaces that enable personal and professional networking and support, and points to reconceptualised notions of university supervision focussing on facilitating learning to teach and promoting reflective practice within the context of a professional learning community rather than as 'check-up' trips to schools.  相似文献   

16.
This paper describes the workundertaken in a course in communication andinformation technology in a pre-service programfor secondary school mathematics teachers. Thiscourse aimed to help pre-service teachersdevelop a positive attitude regarding ICT anduse it confidently. It focused on theexploration of educational software and of theInternet's potential as a means of research andproduction of web sites. We discuss how thepre-service mathematics teachers evaluate theirwork concerning their commitment, difficultiesthey found, learning they identified, andpersonal relationship. We also analyse theeffects of the course on the development oftheir professional knowledge and identity.  相似文献   

17.
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   

18.
An Observation Guide, designed to help New Zealand teachers identify areas of teaching strength and aspects for development, was developed as part of a wider project. In the second phase of this project, 18 middle school teachers used the Guide to gather and record evidence as they participated in seven rounds of reciprocal peer observation and feedback during writing lessons with Grades 6–8 students. We report here on data from round 6 observations about the assessment for learning (AfL) strategies reported as evident in teachers’ practices, how these strategies were implemented and potential gaps in practice. AfL has at its heart a core of interdependent strategies that collectively contribute to the development of autonomous, self-regulating learners and quality learning. While the middle school teachers shared goals for learning and communicated what counted as successful achievement to students, they appeared to struggle when articulating goals in terms of literacy learning and conveying the substantive aspects and quality expected in students’ writing. In addition, despite AfL's promotion of learner autonomy, few teachers openly afforded students focused opportunities to take a meaningful role in their learning through the appraisal of their own and peers’ writing and the joint construction of feedback. As such, teachers’ AfL practice in the writing classroom failed to realise its full potential. It is argued that the promise of AfL can only be reached when strategies are enacted in ways that reflect its unitary nature, promote quality outcomes and give students a central role in their learning.  相似文献   

19.
This paper builds on a key finding of a 5-year Danish research project con-cerning children in the 7 to 15 age group: children’s principal use of computers and the internet takes place in their spare time, and it is during their spare time that the majority of children really learn how to use interactive media. The project shows that in children’s spare-time use of ICT they employ informal forms of learning based to a large extent on their social interaction both in physical and virtual spaces. These informal learning forms can be identified as learning hierarchies, learning communities and learning networks; they are important contributions to the school of the knowledge society. The ICT in New Learning Environments project based on anthropologically inspired methods and social learning theories shows that students bring their informal forms of learning into the school context. This happens particularly when the school has undergone physical alterations and when its organisation of learning and teaching are also restructured, with project-based learning becoming an important part of the school work and with the media available in the learning environment. Using organisation theory, the school working with ICT and project-based learning is shown to simultaneously constitute a mixed mode between the school of the industrial and the knowledge society. The research shows that it is possible to tip the balance in the direction of the school of the knowledge society, and thus of the future, by comprehensively using ICT and project work in the day-to-day activities of the school, alongside and integrated with the traditional forms of learning, and not least by employing the informal learning processes children develop outside school. For teachers this will mean an extension of their function: no longer merely communicators of knowledge, they will have to become knowledge managers and overall leaders of projects, and this entails much more dialogue with the pupils.
Janni NielsenEmail:
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20.
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   

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