Preparing pre-service teachers for instructional innovation with ICT via co-design practice

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Australasian Journal of Educational Technology Pub Date : 2022-10-02 DOI:10.14742/ajet.7743
Wenli Chen, Zhongling Pi, Jesmine S. H. Tan, Qianru Lyu
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引用次数: 3

Abstract

Information and communications technology (ICT) is rapidly changing how we teach and how we learn. ICT can not only act as a teaching and learning aid but also reshape the delivery of instruction and bring about changes in education. Research has largely examined the effects of teacher education programs on their knowledge, attitudes, and beliefs of technology integration and relatively little attention has been paid to their ability to use ICT to innovate instruction. This study examined how pre-teachers engaged in co-design via Google Slides, and how their behavioural characteristics influenced their improvement of instructional innovation with ICT of lesson design. The results of correlation and step regression analyses and lag sequential analysis showed that behaviours of engagement into individual ideation and within-group ideation in co-design activities positively related to the pre-service teachers’ innovations of lesson designs (i.e., usefulness and originality). The clarification type and positive affection type of peer feedback negatively related and predicted their innovations, and the worst-performed group tended to directly copy information from peer feedback. The implications of how pre-service teachers engaging in co-design activities affect their instructional innovations with ICT are discussed. Implications for practice or policy Co-design activities are helpful for instructional innovation for pre-service teachers. Pre-service teachers are encouraged to engage in individual ideation, group ideation, and peer feedback during co-design activities.
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通过共同设计实践,为职前教师做好信息通信技术教学创新的准备
信息和通信技术正在迅速改变我们的教学方式和学习方式。信息和通信技术不仅可以起到教学和学习辅助的作用,还可以重塑教学方式,带来教育变革。研究在很大程度上考察了教师教育项目对他们的知识、态度和技术整合信念的影响,而对他们使用信息通信技术创新教学的能力关注相对较少。本研究考察了学前教师如何通过谷歌幻灯片参与共同设计,以及他们的行为特征如何影响他们利用课程设计的ICT改进教学创新。相关分析、逐步回归分析和滞后序列分析结果表明,在共同设计活动中,参与个人意念和群体内意念的行为与职前教师的课程设计创新(即有用性和独创性)呈正相关。同伴反馈的澄清型和正向情感型对其创新具有负相关和预测作用,表现最差的群体倾向于直接复制同伴反馈中的信息。讨论了职前教师参与共同设计活动如何影响他们的ICT教学创新的影响。对实践或政策的启示联合设计活动有助于职前教师的教学创新。鼓励职前教师在共同设计活动中参与个人思维、集体思维和同伴反馈。
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来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
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