Pub Date : 2002-07-01DOI: 10.1080/14759390200200127
A. Loveless
Abstract
摘要
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Pub Date : 2002-07-01DOI: 10.1080/14759390200200131
V. McNair, Despina Galanouli
Abstract In this article we argue that the need to integrate information and communications technology (ICT) into teacher education courses goes beyond facilitating the development of student teachers' ICT skills. Such skills need to be developed in ways that will enhance students' ability to teach effectively and will also enhance pupil learning. We illustrate this need by reporting on the experience of requiring student teachers to complete a reflective ICT portfolio during their Postgraduate Certificate in Education course, which is designed for students wishing to become teachers in secondary schools. The perceptions and experiences of 110 students across seven curriculum subjects were explored, as well as the views of university tutors and placement teachers. While the reflective portfolio has many benefits, we show that when attempting to integrate ICT in teacher education there are many challenges, not least the perceptions of the tutors and the students regarding the role of ICT in teaching and learning. We show that reflective practice in the application of ICT in teaching needs to be more than an account of incidents of the use of ICT but that the presentational and communicative qualities of ICT shadow its real potential for improving the teaching and learning cycle. Rather than develop personal skills in the use of ICT, we argue that higher education institutions should develop students' ability to reflect on the use of ICT in the context of teaching in the placement schools in which they teach, so that students learn more effectively about teaching, and pupils in schools can explore new ways of learning offered by ICT
{"title":"Information and communications technology in teacher education: can a reflective portfolio enhance reflective practice?","authors":"V. McNair, Despina Galanouli","doi":"10.1080/14759390200200131","DOIUrl":"https://doi.org/10.1080/14759390200200131","url":null,"abstract":"Abstract In this article we argue that the need to integrate information and communications technology (ICT) into teacher education courses goes beyond facilitating the development of student teachers' ICT skills. Such skills need to be developed in ways that will enhance students' ability to teach effectively and will also enhance pupil learning. We illustrate this need by reporting on the experience of requiring student teachers to complete a reflective ICT portfolio during their Postgraduate Certificate in Education course, which is designed for students wishing to become teachers in secondary schools. The perceptions and experiences of 110 students across seven curriculum subjects were explored, as well as the views of university tutors and placement teachers. While the reflective portfolio has many benefits, we show that when attempting to integrate ICT in teacher education there are many challenges, not least the perceptions of the tutors and the students regarding the role of ICT in teaching and learning. We show that reflective practice in the application of ICT in teaching needs to be more than an account of incidents of the use of ICT but that the presentational and communicative qualities of ICT shadow its real potential for improving the teaching and learning cycle. Rather than develop personal skills in the use of ICT, we argue that higher education institutions should develop students' ability to reflect on the use of ICT in the context of teaching in the placement schools in which they teach, so that students learn more effectively about teaching, and pupils in schools can explore new ways of learning offered by ICT","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126833136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-07-01DOI: 10.1080/14759390200200128
D. Larson, Karen M. Dutt-Doner, I. Broyles
Abstract This discussion explores challenges that college of education faculty members in the United States encountered when developing and implementing technology standards for students. The goal of this research project was to gain an understanding of faculty members' experience with technology, particularly in the context of implementing standards in response to the National Council for Accreditation of Teacher Education requirements for teacher education academic programs. Findings of this qualitative, naturalistic research project revealed a number of faculty concerns regarding technology in teaching and standards for students, including technology's impacts on communication and relationships in teaching, and anxiety around technology use. The discussion concludes with implications for practice and suggestions for further research
{"title":"Don't ask; don't tell: a flawed approach to technology standards in higher education","authors":"D. Larson, Karen M. Dutt-Doner, I. Broyles","doi":"10.1080/14759390200200128","DOIUrl":"https://doi.org/10.1080/14759390200200128","url":null,"abstract":"Abstract This discussion explores challenges that college of education faculty members in the United States encountered when developing and implementing technology standards for students. The goal of this research project was to gain an understanding of faculty members' experience with technology, particularly in the context of implementing standards in response to the National Council for Accreditation of Teacher Education requirements for teacher education academic programs. Findings of this qualitative, naturalistic research project revealed a number of faculty concerns regarding technology in teaching and standards for students, including technology's impacts on communication and relationships in teaching, and anxiety around technology use. The discussion concludes with implications for practice and suggestions for further research","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125476118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-07-01DOI: 10.1080/14759390200200133
Askin Asan
Abstract The field experience component has always been a vital part of teacher education programs (Paese, 1989). This article describes collaborative work designed to give an opportunity to pre-service teachers to mesh theory with practice in an instructional material preparation course. Pre-service teachers were assigned to complete a computer project, which will be used to support classroom lessons. These projects were supervised by the classroom teachers at the basic education schools and the supervising professor at the College of Education. As a result of this collaborative work, pre-service teachers and classroom teachers practiced developing instructional materials and integrating technology in subject content areas, became more comfortable with the technology and developed greater proficiency in their computer use
{"title":"Pre-service teachers' use of technology to create instructional materials: a school-college partnership","authors":"Askin Asan","doi":"10.1080/14759390200200133","DOIUrl":"https://doi.org/10.1080/14759390200200133","url":null,"abstract":"Abstract The field experience component has always been a vital part of teacher education programs (Paese, 1989). This article describes collaborative work designed to give an opportunity to pre-service teachers to mesh theory with practice in an instructional material preparation course. Pre-service teachers were assigned to complete a computer project, which will be used to support classroom lessons. These projects were supervised by the classroom teachers at the basic education schools and the supervising professor at the College of Education. As a result of this collaborative work, pre-service teachers and classroom teachers practiced developing instructional materials and integrating technology in subject content areas, became more comfortable with the technology and developed greater proficiency in their computer use","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116737221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-07-01DOI: 10.1080/14759390200200130
L. Clarke
Abstract The expansion of communications technology has created countless new possibilities for using on-line communication in many areas of education. The focus of this article is on the use of on-line conferencing by a cohort of students studying for the Postgraduate Certificate in Education at the University of Ulster in Northern Ireland. This on-line discussion was initially developed with the primary aims of fostering skills in information and communications technology, providing a venue for reflective practice and reducing the sense of isolation often felt by students when they are dispersed throughout Northern Ireland on teaching practice. Involvement with the discussions convinced the author that the conferencing was also helping to build a community of practice among student teachers. Indeed, the content of participant dialogues suggests that this is the case, with the salient elements of such communities, namely, mutual engagement, joint enterprise and shared repertoire, being readily apparent therein. There is some evidence that the conference also facilitated the process of brokering by which students shared their experiences of the communities of practice within each of their schools; this process, however, may have been limited by the ‘open’ nature of the conferences. That students found the conferencing valuable is evident from the volume and nature of the on-line dialogue, and from their enthusiasm to continue on-line discussions once in post
{"title":"Putting the ‘C’ in ICT: using computer conferencing to foster a community of practice among student teachers","authors":"L. Clarke","doi":"10.1080/14759390200200130","DOIUrl":"https://doi.org/10.1080/14759390200200130","url":null,"abstract":"Abstract The expansion of communications technology has created countless new possibilities for using on-line communication in many areas of education. The focus of this article is on the use of on-line conferencing by a cohort of students studying for the Postgraduate Certificate in Education at the University of Ulster in Northern Ireland. This on-line discussion was initially developed with the primary aims of fostering skills in information and communications technology, providing a venue for reflective practice and reducing the sense of isolation often felt by students when they are dispersed throughout Northern Ireland on teaching practice. Involvement with the discussions convinced the author that the conferencing was also helping to build a community of practice among student teachers. Indeed, the content of participant dialogues suggests that this is the case, with the salient elements of such communities, namely, mutual engagement, joint enterprise and shared repertoire, being readily apparent therein. There is some evidence that the conference also facilitated the process of brokering by which students shared their experiences of the communities of practice within each of their schools; this process, however, may have been limited by the ‘open’ nature of the conferences. That students found the conferencing valuable is evident from the volume and nature of the on-line dialogue, and from their enthusiasm to continue on-line discussions once in post","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122932943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-03-01DOI: 10.1080/14759390200200122
Kathryn I. Matthew, Elizabeth Stephens, Rebecca Callaway, Catherine Letendre, Kimberly Kimbell-López
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.
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Pub Date : 2002-03-01DOI: 10.1080/14759390200200123
L. Harbon, M. McGill
Abstract Teachers with direct experiences of other education systems are valuable resources and it is increasingly common for pre-service and in-service teacher education programs to provide overseas learning experiences for students (Hill et al, 1997). When involved in an overseas school experience or language and culture study, participating teachers are able to compare curriculum and pedagogical issues. Their beliefs on teaching and learning and the influence of cultural context can and do impact on curriculum implementation. This comparison can adequately be undertaken by critical reflection processes: teachers reflecting on their classroom experiences; exploring teaching and learning practices, to eventually be able to change or reframe their understandings of why they do what they do (Brookfield, 1995). Our challenge was how best to maximise such a learning experience for both undergraduate and postgraduate teachers undertaking the in-country school experience in West Sumatra during January 2001. In conjunction with a decision to provide overseas offerings in undergraduate and postgraduate programs in the Faculty of Education at the University of Tasmania, the researchers developed and implemented a CD-ROM resource package for students involved in the Indonesian in-country units of study. This package, comprising a pre-departure learning package of guided readings and webbased interaction, became a learning scaffold for the students and allowed them to maximise the in-country experience as well as organise their reflective practices. Evaluation of the planning and design stages of the project is reported, as well as issues arising from the pilot implementation of the package.
具有其他教育体系直接经验的教师是宝贵的资源，职前和在职教师教育项目为学生提供海外学习经历的现象越来越普遍(Hill et al .， 1997)。当参与到海外学校的经历或语言和文化的学习，参与教师能够比较课程和教学问题。他们对教与学的信念以及文化背景的影响能够也确实影响到课程的实施。这种比较可以通过批判性反思过程充分进行:教师反思他们的课堂经验;探索教学和学习实践，最终能够改变或重新构建他们对为什么他们做他们所做的事情的理解(Brookfield, 1995)。我们面临的挑战是如何最大限度地为2001年1月在西苏门答腊岛进行国内学校学习的本科生和研究生教师提供这样的学习经验。为了配合塔斯马尼亚大学教育学院在海外提供本科和研究生课程的决定，研究人员开发并实施了一个光盘资源包，供参与印度尼西亚国内学习单元的学生使用。这个包，包括出发前的指导阅读和基于网络的互动学习包，成为学生的学习框架，使他们能够最大限度地提高国内经验，并组织他们的反思实践。报告了对项目规划和设计阶段的评价，以及在试点执行一揽子计划时产生的问题。
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Pub Date : 2002-03-01DOI: 10.1080/14759390200200125
M. Rodd, J. Monaghan
Abstract This article reports on the distribution of the use of graphic calculators over the whole secondary school population in a Local Education Authority (LEA) in the United Kingdom. Quantitative and qualitative census data on the extent and nature of graphic calculator use have been obtained. A feature of this project is in the use of a teacher research team to gather data naturalistically. This work was designed to augment previous work in this area by providing census details for an entire LEA and by including reasons why graphic calculators are not used. The authors found that the key factors which contributed to use were: expertise within mathematics departments; regard for graphic calculators as learning aides from mathematics staff and as information and communication technology from senior staff; a ‘critical mass’ of older/higher attaining students. Key factors which inhibited use of graphic calculators were: lack of time to learn how to use the calculator and how to teach with it; concern over recent examination restrictions; perceptions of computers being a resource priority
{"title":"Graphic calculator use in leeds schools: fragments of practice","authors":"M. Rodd, J. Monaghan","doi":"10.1080/14759390200200125","DOIUrl":"https://doi.org/10.1080/14759390200200125","url":null,"abstract":"Abstract This article reports on the distribution of the use of graphic calculators over the whole secondary school population in a Local Education Authority (LEA) in the United Kingdom. Quantitative and qualitative census data on the extent and nature of graphic calculator use have been obtained. A feature of this project is in the use of a teacher research team to gather data naturalistically. This work was designed to augment previous work in this area by providing census details for an entire LEA and by including reasons why graphic calculators are not used. The authors found that the key factors which contributed to use were: expertise within mathematics departments; regard for graphic calculators as learning aides from mathematics staff and as information and communication technology from senior staff; a ‘critical mass’ of older/higher attaining students. Key factors which inhibited use of graphic calculators were: lack of time to learn how to use the calculator and how to teach with it; concern over recent examination restrictions; perceptions of computers being a resource priority","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133771941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-03-01DOI: 10.1080/14759390200200121
A. Tsui, W. Ki
Abstract It has been pointed out in the literature on computer-mediated communication that the social dimensions of network design, user behaviour and user participation on computer networks are very important to the building of an electronic community. So far, no study has examined these dimensions systematically and the ways in which they mediate user participation. This article reports on a study conducted on a computer network for English teachers in Hong Kong schools, TeleNex, to investigate the teachers' participation on the network, and the technical and social psychological dimensions that mediated their participation. Data were obtained by questionnaires and by interviews with a small sample of teachers. The questionnaire results show significant differences between teachers who participated actively in conferencing and those who did not. The interview data provided further insights into the social psychological dimensions. Implications to be considered when building an electronic community of teachers are discussed.
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Pub Date : 2002-03-01DOI: 10.1080/14759390200200119
A. Loveless
{"title":"The role of research in the practice of teacher education: so what?","authors":"A. Loveless","doi":"10.1080/14759390200200119","DOIUrl":"https://doi.org/10.1080/14759390200200119","url":null,"abstract":"","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133511847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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