Pub Date : 2000-10-01DOI: 10.1080/14759390000200095
David J. Miller, J. Ewing
This article outlines some benefits of a computer-supported interactive learning environment in terms of students' attitudes and factors associated with stress. In the 3rd year of a 4-year undergraduate course for primary teachers (B.Ed.), students were required to undertake a research module, which was seen in part as a preparation for a thesis dissertation in the final year. The subject matter was contained in several computer conferences; other learning experiences included some face-to-face contact and optional technical support sessions. Initial feedback from students indicated that there are benefits in terms of greater flexibility of work patterns, increased sense of control and enhanced self-esteem. Other issues are raised, including the role of the tutor, cost benefits and problems of access. More research is called for into the non-cognitive aspects of computer use.
{"title":"Beyond knowledge transmission? computer-supported learning in teacher education: some benefits in terms of stress, control and self-belief","authors":"David J. Miller, J. Ewing","doi":"10.1080/14759390000200095","DOIUrl":"https://doi.org/10.1080/14759390000200095","url":null,"abstract":"This article outlines some benefits of a computer-supported interactive learning environment in terms of students' attitudes and factors associated with stress. In the 3rd year of a 4-year undergraduate course for primary teachers (B.Ed.), students were required to undertake a research module, which was seen in part as a preparation for a thesis dissertation in the final year. The subject matter was contained in several computer conferences; other learning experiences included some face-to-face contact and optional technical support sessions. Initial feedback from students indicated that there are benefits in terms of greater flexibility of work patterns, increased sense of control and enhanced self-esteem. Other issues are raised, including the role of the tutor, cost benefits and problems of access. More research is called for into the non-cognitive aspects of computer use.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132808167","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 : 2000-10-01DOI: 10.1080/14759390000200092
N. Davis
{"title":"Information technology for teacher education at its first zenith: the heat is on!","authors":"N. Davis","doi":"10.1080/14759390000200092","DOIUrl":"https://doi.org/10.1080/14759390000200092","url":null,"abstract":"","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122176440","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 : 2000-10-01DOI: 10.1080/14759390000200096
S. Mumtaz
This article reports on the literature associated with practising teachers' uptake of information and communications technology (ICT). Studies reveal a number of factors which influence teachers' decisions to use ICT in the classroom: access to resources, quality of software and hardware, ease of use, incentives to change, support and collegiality in their school, school and national polices, commitment to professional learning and background in formal computer training. The review highlights the role of pedagogy and suggests that teachers' beliefs about teaching and learning with ICT are central to integration. It is suggested that successful implementation of ICT needs to address three interlocking frameworks for change: the teacher, the school and policy makers.
{"title":"Factors affecting teachers' use of information and communications technology: a review of the literature","authors":"S. Mumtaz","doi":"10.1080/14759390000200096","DOIUrl":"https://doi.org/10.1080/14759390000200096","url":null,"abstract":"This article reports on the literature associated with practising teachers' uptake of information and communications technology (ICT). Studies reveal a number of factors which influence teachers' decisions to use ICT in the classroom: access to resources, quality of software and hardware, ease of use, incentives to change, support and collegiality in their school, school and national polices, commitment to professional learning and background in formal computer training. The review highlights the role of pedagogy and suggests that teachers' beliefs about teaching and learning with ICT are central to integration. It is suggested that successful implementation of ICT needs to address three interlocking frameworks for change: the teacher, the school and policy makers.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123762290","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 : 2000-10-01DOI: 10.1080/14759390000200097
D. Yee
This article describes a qualitative study designed to investigate information and communications technology (ICT) leadership by considering the lived experiences of principals in 10 carefully selected ICT-enriched schools in Canada, New Zealand, and the United States. To encourage further discussion regarding the impact of ICT on educational leadership practice, I have outlined a framework that suggests eight categories of ICT leadership. Although this study focussed on principals of ICT-enriched schools, the practical wisdom of the study participants has potential to assist other educational leaders who are expected to ensure that ICT becomes a tool to enhance learning, teaching, and leadership.
{"title":"Images of school principals' information and communications technology leadership","authors":"D. Yee","doi":"10.1080/14759390000200097","DOIUrl":"https://doi.org/10.1080/14759390000200097","url":null,"abstract":"This article describes a qualitative study designed to investigate information and communications technology (ICT) leadership by considering the lived experiences of principals in 10 carefully selected ICT-enriched schools in Canada, New Zealand, and the United States. To encourage further discussion regarding the impact of ICT on educational leadership practice, I have outlined a framework that suggests eight categories of ICT leadership. Although this study focussed on principals of ICT-enriched schools, the practical wisdom of the study participants has potential to assist other educational leaders who are expected to ensure that ICT becomes a tool to enhance learning, teaching, and leadership.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122609927","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 : 2000-10-01DOI: 10.1080/14759390000200090
A. Baki
Recent studies have found short in-service teacher education programs are not providing adequate technology experiences to prepare their participants for teaching mathematics with computers. As an alternative to the short-term courses the author has been teaching a two-term mandatory undergraduate course within a mathematics teacher education program since 1995 to train student teachers and to investigate their perceptions on their preparation to use computers in their own teaching. This article describes issues that emerged from the analysis of this undergraduate course. Data were gathered through questionnaires and students' writings about the course activities. Findings indicated that computer literacy appeared to be an important key factor in utilising the course activities successfully. Students who felt prepared made the link between computer-based mathematical activities and school mathematics, and had more experience of using instructional software during the course than others. Findings of this nature can also assist teacher educators as they incorporate information technology into existing pre-service programs. The implications of these results for the designing and implementing of computer-based undergraduate courses and for further research in this field are discussed.
{"title":"Preparing student teachers to use computers in mathematics classrooms through a long-term pre-service course in Turkey","authors":"A. Baki","doi":"10.1080/14759390000200090","DOIUrl":"https://doi.org/10.1080/14759390000200090","url":null,"abstract":"Recent studies have found short in-service teacher education programs are not providing adequate technology experiences to prepare their participants for teaching mathematics with computers. As an alternative to the short-term courses the author has been teaching a two-term mandatory undergraduate course within a mathematics teacher education program since 1995 to train student teachers and to investigate their perceptions on their preparation to use computers in their own teaching. This article describes issues that emerged from the analysis of this undergraduate course. Data were gathered through questionnaires and students' writings about the course activities. Findings indicated that computer literacy appeared to be an important key factor in utilising the course activities successfully. Students who felt prepared made the link between computer-based mathematical activities and school mathematics, and had more experience of using instructional software during the course than others. Findings of this nature can also assist teacher educators as they incorporate information technology into existing pre-service programs. The implications of these results for the designing and implementing of computer-based undergraduate courses and for further research in this field are discussed.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114166406","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 : 2000-10-01DOI: 10.1080/14759390000200093
Chun Hu, L. Sharpe, L. Crawford, S. Gopinathan, M. Khine, S. Moo, Angela F. L. Wong
Rapid technological development in computer video conferencing over the last decade makes it easier than ever for teacher educators to use the technology in facilitating reflective practice. As a computer-supported collaborative learning tool, computer video conferencing provides increasing opportunities for student teachers to share experiences across time and space. This article describes a Singapore experience in which lesson video clips were streamed via multipoint desktop video conferencing for pre-service teacher education. The experience provided opportunities for the professional development of the student teachers by allowing them to share ideas, experiences and teaching resources in real time with an audience wider than the schools where they taught.
{"title":"Using lesson video clips via multipoint desktop video conferencing to facilitate reflective practice","authors":"Chun Hu, L. Sharpe, L. Crawford, S. Gopinathan, M. Khine, S. Moo, Angela F. L. Wong","doi":"10.1080/14759390000200093","DOIUrl":"https://doi.org/10.1080/14759390000200093","url":null,"abstract":"Rapid technological development in computer video conferencing over the last decade makes it easier than ever for teacher educators to use the technology in facilitating reflective practice. As a computer-supported collaborative learning tool, computer video conferencing provides increasing opportunities for student teachers to share experiences across time and space. This article describes a Singapore experience in which lesson video clips were streamed via multipoint desktop video conferencing for pre-service teacher education. The experience provided opportunities for the professional development of the student teachers by allowing them to share ideas, experiences and teaching resources in real time with an audience wider than the schools where they taught.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121579144","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 : 2000-10-01DOI: 10.1080/14759390000200094
K. Lai
With the increased use of computers, and particularly with the increasing use of the Internet in schools, health and education professionals have suggested the need for teachers and students to be ergonomically conscious when using computers. A project was conducted in 1999 to investigate the extent of awareness of health risks associated with computer use in schools of principals, teachers, and administrators of all the primary and secondary schools in Otago and Southland, New Zealand. Results in this study show that although a high proportion of the respondents were aware of these issues, few people took any active preventive measures or participated in any professional development to reduce these health risks. It was also found that nearly two thirds of the school administrators, more than half of the teachers, and nearly 30% of the principals in this study had experienced some kind of health problems related to computer use. Strategies to deal with these issues such as the need for professional development are also discussed in this article.
{"title":"Health risks with teachers' computer use: some New Zealand observations","authors":"K. Lai","doi":"10.1080/14759390000200094","DOIUrl":"https://doi.org/10.1080/14759390000200094","url":null,"abstract":"With the increased use of computers, and particularly with the increasing use of the Internet in schools, health and education professionals have suggested the need for teachers and students to be ergonomically conscious when using computers. A project was conducted in 1999 to investigate the extent of awareness of health risks associated with computer use in schools of principals, teachers, and administrators of all the primary and secondary schools in Otago and Southland, New Zealand. Results in this study show that although a high proportion of the respondents were aware of these issues, few people took any active preventive measures or participated in any professional development to reduce these health risks. It was also found that nearly two thirds of the school administrators, more than half of the teachers, and nearly 30% of the principals in this study had experienced some kind of health problems related to computer use. Strategies to deal with these issues such as the need for professional development are also discussed in this article.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132363614","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 : 2000-07-01DOI: 10.1080/14759390000200084
Despina Galanouli, J. Collins
Abstract The use of computer conferencing in initial teacher education (ITE) has been well documented, along with the barriers to its implementation. Existing research includes investigation into ways in which computer conferencing can be used as a medium to support reflective thinking and professional discourse between university tutors, teachers, student teachers and their peers during school placement. This article takes a different approach, examining instead whether computer conferencing can be successful between ITE peer groups, from different educational systems, without tutor moderation. It considers to what extent computer conferencing can raise students' confidence in the use of information and communication technologies and can encourage ‘reflective practice’ among student teachers. The report also considers the extent to which on-line discussion among student teachers can provide emotional support and stress relief during the course's most intensive period of teaching practice. Finally, it describes how participating student teachers in Northern Ireland used computer conferencing to compare experiences relating to their teacher education course and to establish communication with their counterparts in the Republic of Ireland.
{"title":"Using unmediated computer conferencing to promote reflective practice and confidencebuilding in initial teacher education","authors":"Despina Galanouli, J. Collins","doi":"10.1080/14759390000200084","DOIUrl":"https://doi.org/10.1080/14759390000200084","url":null,"abstract":"Abstract The use of computer conferencing in initial teacher education (ITE) has been well documented, along with the barriers to its implementation. Existing research includes investigation into ways in which computer conferencing can be used as a medium to support reflective thinking and professional discourse between university tutors, teachers, student teachers and their peers during school placement. This article takes a different approach, examining instead whether computer conferencing can be successful between ITE peer groups, from different educational systems, without tutor moderation. It considers to what extent computer conferencing can raise students' confidence in the use of information and communication technologies and can encourage ‘reflective practice’ among student teachers. The report also considers the extent to which on-line discussion among student teachers can provide emotional support and stress relief during the course's most intensive period of teaching practice. Finally, it describes how participating student teachers in Northern Ireland used computer conferencing to compare experiences relating to their teacher education course and to establish communication with their counterparts in the Republic of Ireland.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114243163","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 : 2000-07-01DOI: 10.1080/14759390000200085
J. Husu
Abstract The development of information and communication technologies has made it possible for schools to establish inter-institutional electronic networks to enhance the quality of education in small schools in sparsely populated countries like Finland. Along with this development, new kinds of virtual classrooms have emerged in symbiosis with conventional schools. A virtual classroom in a school context is a new, mostly uninvestigated, phenomenon. This article reports on the results of a Finnish project that linked two lower secondary classrooms to make one virtual classroom. The article reports on an exploratory case study of the virtual classroom and discusses justification of its establishment and practice, within the social contexts embedded in the project.
{"title":"Supporting remote communities with a shared virtual classroom: a view of social contexts","authors":"J. Husu","doi":"10.1080/14759390000200085","DOIUrl":"https://doi.org/10.1080/14759390000200085","url":null,"abstract":"Abstract The development of information and communication technologies has made it possible for schools to establish inter-institutional electronic networks to enhance the quality of education in small schools in sparsely populated countries like Finland. Along with this development, new kinds of virtual classrooms have emerged in symbiosis with conventional schools. A virtual classroom in a school context is a new, mostly uninvestigated, phenomenon. This article reports on the results of a Finnish project that linked two lower secondary classrooms to make one virtual classroom. The article reports on an exploratory case study of the virtual classroom and discusses justification of its establishment and practice, within the social contexts embedded in the project.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131888180","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 : 2000-07-01DOI: 10.1080/14759390400200083
N. Davis
{"title":"International contrasts of information technology in teacher education: multiple perspectives on change","authors":"N. Davis","doi":"10.1080/14759390400200083","DOIUrl":"https://doi.org/10.1080/14759390400200083","url":null,"abstract":"","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122340881","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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