Pub Date : 2000-07-01DOI: 10.1080/14759390000200086
J. Kiboss
The application of computers in Kenya is relatively uncommon, and the facilities and stage of professional and organisational development in Kenya appear to reflect this. This article describes the views of a group of pupils and their teacher regarding the impact of a computer-based instruction (CBI) programme that involved the collaborative learning of a physics course on measurement. Three secondary schools and a total of 118 pupils were studied in three classrooms, one class acting as a comparison. The same teacher taught the same physics content to all three classes using one of two teaching methods, namely: (1) the traditional mode and (2) the CBI mode. Selected students and their teacher were observed and interviewed. The qualitative data analysis methods of comparison and clustering were used to identify pattern and themes within the interview data. Results of the study indicate significant improvements in pupils' learning of physics as well as in the development of positive effects and/or socialisation skills. Accounts by the teacher, as well as those by the students, indicate a perception of the potential of CBI to enhance their learning of measurement concepts and methods. For instance, the study revealed that, apart from its positive influence on the pupils' classroom interaction patterns, the pupils in the treatment groups learned the concepts and methods better than their counterparts in the true control group. Furthermore, the experience influenced the teacher's belief about teaching using CBI to augment physics instruction.
{"title":"Teacher/pupil perspectives on computer-augmented physics lessons on measurement in kenyan secondary schools","authors":"J. Kiboss","doi":"10.1080/14759390000200086","DOIUrl":"https://doi.org/10.1080/14759390000200086","url":null,"abstract":"The application of computers in Kenya is relatively uncommon, and the facilities and stage of professional and organisational development in Kenya appear to reflect this. This article describes the views of a group of pupils and their teacher regarding the impact of a computer-based instruction (CBI) programme that involved the collaborative learning of a physics course on measurement. Three secondary schools and a total of 118 pupils were studied in three classrooms, one class acting as a comparison. The same teacher taught the same physics content to all three classes using one of two teaching methods, namely: (1) the traditional mode and (2) the CBI mode. Selected students and their teacher were observed and interviewed. The qualitative data analysis methods of comparison and clustering were used to identify pattern and themes within the interview data. Results of the study indicate significant improvements in pupils' learning of physics as well as in the development of positive effects and/or socialisation skills. Accounts by the teacher, as well as those by the students, indicate a perception of the potential of CBI to enhance their learning of measurement concepts and methods. For instance, the study revealed that, apart from its positive influence on the pupils' classroom interaction patterns, the pupils in the treatment groups learned the concepts and methods better than their counterparts in the true control group. Furthermore, the experience influenced the teacher's belief about teaching using CBI to augment physics instruction.","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":"116439119","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: 10.1080/14759390000200089
Dorothy A. Williams, Louisa Coles, A. Richardson, Kay Wilson, J. Tuson
Given current initiatives in the United Kingdom to encourage more effective use of information and communications technology (ICT) in teaching and learning, it is timely to examine teachers' ICT needs. A recent survey of Scottish primary and secondary teachers revealed relatively low levels of integration of ICT within professional practice. The study went on to examine the challenges as perceived by these teachers and their needs in terms of the development of ICT skills and knowledge. Three interrelated categories of needs are identified: access to ICT, training, and ongoing support. Access is not simply related to numbers of computers but also to effective management of ICT resources. Teachers' priorities for training still tend to fall into the category of technical skills although many of their concerns indicate a need for skills and knowledge relating to the application of ICT within a professional context. Improvements in access to ICT and training are only likely to be successful if the need for ongoing support is met. This appears to be the most complex area of needs, encompassing technical support, evaluation of resources, and organisational culture. Implications for future development are examined and the need for a more integrated approach to development at all levels is identified.
{"title":"Integrating Information and communications technology in professional practice: an analysis of teachers' needs based on a survey of primary and secondary teachers in scottish schools","authors":"Dorothy A. Williams, Louisa Coles, A. Richardson, Kay Wilson, J. Tuson","doi":"10.1080/14759390000200089","DOIUrl":"https://doi.org/10.1080/14759390000200089","url":null,"abstract":"Given current initiatives in the United Kingdom to encourage more effective use of information and communications technology (ICT) in teaching and learning, it is timely to examine teachers' ICT needs. A recent survey of Scottish primary and secondary teachers revealed relatively low levels of integration of ICT within professional practice. The study went on to examine the challenges as perceived by these teachers and their needs in terms of the development of ICT skills and knowledge. Three interrelated categories of needs are identified: access to ICT, training, and ongoing support. Access is not simply related to numbers of computers but also to effective management of ICT resources. Teachers' priorities for training still tend to fall into the category of technical skills although many of their concerns indicate a need for skills and knowledge relating to the application of ICT within a professional context. Improvements in access to ICT and training are only likely to be successful if the need for ongoing support is met. This appears to be the most complex area of needs, encompassing technical support, evaluation of resources, and organisational culture. Implications for future development are examined and the need for a more integrated approach to development at all levels is identified.","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":"131216863","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: 10.1080/14759390000200082
R. Crawford
Abstract There are concerns about the teaching and learning of information technology (IT) in English state secondary schools (ages 11-18 years), and the way IT resources and the curriculum are organised. These circumstances affect students who are training to be IT teachers when they are on teaching placement in secondary schools. They may find that the curriculum model used in one teaching placement school is very different from that used in another; contact with pupils may be too brief, causing difficulties with teacher-pupil relationships; different approaches to teaching and learning may be encountered; there may be difficulties with continuity and progression in the IT curriculum; and expected standards may not be consistent. Student teachers may be better qualified and have more practical experience of IT systems and resources than their subject mentors in schools. However, these may regard students as lacking in basic subject knowledge as the hardware and software in schools do not match students' previous experiences. Few of the above concerns are unique to Bachelor of Education and Postgraduate Certificate of Education courses in IT; however, they can be relatively more significant. Some helpful strategies are suggested.
{"title":"Information technology in secondary schools and its impact on training information technology teachers","authors":"R. Crawford","doi":"10.1080/14759390000200082","DOIUrl":"https://doi.org/10.1080/14759390000200082","url":null,"abstract":"Abstract There are concerns about the teaching and learning of information technology (IT) in English state secondary schools (ages 11-18 years), and the way IT resources and the curriculum are organised. These circumstances affect students who are training to be IT teachers when they are on teaching placement in secondary schools. They may find that the curriculum model used in one teaching placement school is very different from that used in another; contact with pupils may be too brief, causing difficulties with teacher-pupil relationships; different approaches to teaching and learning may be encountered; there may be difficulties with continuity and progression in the IT curriculum; and expected standards may not be consistent. Student teachers may be better qualified and have more practical experience of IT systems and resources than their subject mentors in schools. However, these may regard students as lacking in basic subject knowledge as the hardware and software in schools do not match students' previous experiences. Few of the above concerns are unique to Bachelor of Education and Postgraduate Certificate of Education courses in IT; however, they can be relatively more significant. Some helpful strategies are suggested.","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":"117085191","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: 10.1080/14759390000200087
Glenn Russell, G. Finger, N. Russell
Abstract The identification of teachers' information technology skills is a prerequisite for future professional development. This article reviews results of an Australian study involving 400 schools, which aimed at establishing baseline information about teachers' experience and skills in information technology. Although teachers agreed that information technology was important for their students, and for their own professional development, significant areas of deficit were identified. Teachers saw themselves as competent with basic computer skills, but were less confident with activities requiring advanced use of computers. In addition, teachers reported low levels of confidence in their knowledge of information technology developments, identified barriers to using technology in the classroom, and indicated preferences for future professional development that were not reflected in current practices. We argue in this article that teacher preparation in the use of information technology is presently characterised by the provision of lowlevel computer skills. In contrast, the complexities of life in the twenty-first century and demands for teacher competencies in learning technology will require a paradigm in which teachers routinely use advanced computer skills and embed the use of information technology across all aspects of the school curriculum. Approaches are proposed to assist teacher educators in this task.
{"title":"Information technology skills of Australian teachers: implications for teacher education","authors":"Glenn Russell, G. Finger, N. Russell","doi":"10.1080/14759390000200087","DOIUrl":"https://doi.org/10.1080/14759390000200087","url":null,"abstract":"Abstract The identification of teachers' information technology skills is a prerequisite for future professional development. This article reviews results of an Australian study involving 400 schools, which aimed at establishing baseline information about teachers' experience and skills in information technology. Although teachers agreed that information technology was important for their students, and for their own professional development, significant areas of deficit were identified. Teachers saw themselves as competent with basic computer skills, but were less confident with activities requiring advanced use of computers. In addition, teachers reported low levels of confidence in their knowledge of information technology developments, identified barriers to using technology in the classroom, and indicated preferences for future professional development that were not reflected in current practices. We argue in this article that teacher preparation in the use of information technology is presently characterised by the provision of lowlevel computer skills. In contrast, the complexities of life in the twenty-first century and demands for teacher competencies in learning technology will require a paradigm in which teachers routinely use advanced computer skills and embed the use of information technology across all aspects of the school curriculum. Approaches are proposed to assist teacher educators in this task.","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":"122942359","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: 10.1080/14759390000200088
Janice Seabrooks, S. Kenney, M. Lamontagne
Abstract This study explored the benefits and limitations of mentoring through the Internet in two special education preparation programs in the United States. Nicenet Internet Classroom Assistant was used to facilitate this virtual mentoring process. Seventeen undergraduate and 13 graduate students from two universities participated. The graduate students were mentors to undergraduates who were in the beginning of their senior year of their special education program. Pre- and post-surveys, Internet interactions, and video conferencing were used to gather participants' perceptions of their skill development in teaching, mentoring and collaboration and the effectiveness of virtual mentoring. Content analyses and descriptive statistics were employed to evaluate their responses. Results revealed that participants agreed that virtual mentoring was a positive experience, it supported their intervention and teaming skills and had some positive effects on their communication and teaching skills. However, virtual mentoring did not appear to impact every characteristic or dimension of communication and teaching investigated by this study. Although the results from this study indicated that virtual mentoring is a viable process which benefits both pre-service and inservice special education teachers, it is apparent from this study that further research is required to gain a better understanding of the technology of virtual mentoring and its usefulness to other areas of education.
摘要本研究探讨了在美国的两个特殊教育准备项目中通过互联网进行辅导的好处和局限性。Nicenet Internet Classroom Assistant被用来促进这个虚拟指导过程。来自两所大学的17名本科生和13名研究生参与了研究。这些研究生是本科生的导师，这些本科生正进入他们特殊教育项目的最后一年。采用问卷调查前后、网络互动和视频会议的方式，收集被试对教学、辅导和协作技能发展的看法，以及虚拟辅导的有效性。采用内容分析和描述性统计来评价他们的反应。结果显示，参与者同意虚拟辅导是一种积极的体验，它支持他们的干预和团队技能，并对他们的沟通和教学技能有一定的积极影响。然而，虚拟辅导并未影响本研究所调查的交流与教学的每一个特征或维度。虽然本研究的结果表明，虚拟辅导是一个可行的过程，有利于职前和在职特殊教育教师，但从本研究中可以明显看出，需要进一步的研究来更好地了解虚拟辅导技术及其对其他教育领域的有用性。
{"title":"Collaboration and virtual mentoring: building relationships between pre-service and in-service special education teachers","authors":"Janice Seabrooks, S. Kenney, M. Lamontagne","doi":"10.1080/14759390000200088","DOIUrl":"https://doi.org/10.1080/14759390000200088","url":null,"abstract":"Abstract This study explored the benefits and limitations of mentoring through the Internet in two special education preparation programs in the United States. Nicenet Internet Classroom Assistant was used to facilitate this virtual mentoring process. Seventeen undergraduate and 13 graduate students from two universities participated. The graduate students were mentors to undergraduates who were in the beginning of their senior year of their special education program. Pre- and post-surveys, Internet interactions, and video conferencing were used to gather participants' perceptions of their skill development in teaching, mentoring and collaboration and the effectiveness of virtual mentoring. Content analyses and descriptive statistics were employed to evaluate their responses. Results revealed that participants agreed that virtual mentoring was a positive experience, it supported their intervention and teaming skills and had some positive effects on their communication and teaching skills. However, virtual mentoring did not appear to impact every characteristic or dimension of communication and teaching investigated by this study. Although the results from this study indicated that virtual mentoring is a viable process which benefits both pre-service and inservice special education teachers, it is apparent from this study that further research is required to gain a better understanding of the technology of virtual mentoring and its usefulness to other areas of education.","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":"114213219","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 : 2000-03-01DOI: 10.1080/14759390000200075
M. Fisher
Abstract A constant challenge for teacher education lies in keeping courses up to date. This article provides a view of the current skills, attitudes, and perceptions regarding computer technology in the classroom from a preservice candidate perspective. The intent of this research is to help foster discussion about how to further develop pre-service educational technology courses that best meet the needs of a continuously evolving and changing student-teacher population in terms of computer technology skills. The primary instrument was a self-assessment survey of the skills, attitudes, and perceptions about utilizing computer technology in the classroom among firsttime students enrolled in introductory education courses at a large midwestern university in the USA in the fall semester of 1999. Surveys were administered to a total of 205 students. Questionnaires were given to preservice teachers during their initial courses rather than mailed to their homes, in an attempt to increase participation rates. Participants were categorized as being either a ‘Beginner’ or ‘Experienced User’ of computer technology, based on their responses to the skill section of the survey. The article includes an overview of the results and segments them as they pertain to three general issues: general attitudes with regards to teaching with computer technology, intended use of computers when beginning to teach, and perceived problems to be expected with computer technology when beginning to teach. Finally, an informal discussion regarding student expectations of future teacher training programs and the corresponding implications for school districts are presented from the free-response section of the questionnaire.
{"title":"Computer skills of initial teacher education students","authors":"M. Fisher","doi":"10.1080/14759390000200075","DOIUrl":"https://doi.org/10.1080/14759390000200075","url":null,"abstract":"Abstract A constant challenge for teacher education lies in keeping courses up to date. This article provides a view of the current skills, attitudes, and perceptions regarding computer technology in the classroom from a preservice candidate perspective. The intent of this research is to help foster discussion about how to further develop pre-service educational technology courses that best meet the needs of a continuously evolving and changing student-teacher population in terms of computer technology skills. The primary instrument was a self-assessment survey of the skills, attitudes, and perceptions about utilizing computer technology in the classroom among firsttime students enrolled in introductory education courses at a large midwestern university in the USA in the fall semester of 1999. Surveys were administered to a total of 205 students. Questionnaires were given to preservice teachers during their initial courses rather than mailed to their homes, in an attempt to increase participation rates. Participants were categorized as being either a ‘Beginner’ or ‘Experienced User’ of computer technology, based on their responses to the skill section of the survey. The article includes an overview of the results and segments them as they pertain to three general issues: general attitudes with regards to teaching with computer technology, intended use of computers when beginning to teach, and perceived problems to be expected with computer technology when beginning to teach. Finally, an informal discussion regarding student expectations of future teacher training programs and the corresponding implications for school districts are presented from the free-response section of the questionnaire.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128743470","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 : 2000-03-01DOI: 10.1080/14759390000200073
K. Dawson
Abstract This article discusses a district-wide study conducted in collaboration with local officials and researchers from a nearby university. The goals of the study were collaboratively derived by university and representatives of K-12 education (i.e. from kindergarten to completing compulsory education) and included: (1) determining how teachers in the district were using computers in instruction, (2) determining factors that influenced these uses and (3) developing a local policy agenda from the results of the study. Survey methodology was implemented using Dillman's (1978) Total Design Method and a 92% response rate was obtained. The study suggests that teachers are primarily using computers for drill and practice or as rewards for completing work, that teachers lack confidence in meeting many of the state technology standards and that teachers are not satisfied with the support they receive. The study also suggests that systemic teacher preparation efforts focused on developing teachers' instructional computer efficacy with multiple applications, coupled with efforts to improve districtwide support, may enable this district to facilitate effective instructional computer use. Local consequences and the broader significance of the study are discussed.
{"title":"Influencing local computer technology policy via a K-12/University Collaboration","authors":"K. Dawson","doi":"10.1080/14759390000200073","DOIUrl":"https://doi.org/10.1080/14759390000200073","url":null,"abstract":"Abstract This article discusses a district-wide study conducted in collaboration with local officials and researchers from a nearby university. The goals of the study were collaboratively derived by university and representatives of K-12 education (i.e. from kindergarten to completing compulsory education) and included: (1) determining how teachers in the district were using computers in instruction, (2) determining factors that influenced these uses and (3) developing a local policy agenda from the results of the study. Survey methodology was implemented using Dillman's (1978) Total Design Method and a 92% response rate was obtained. The study suggests that teachers are primarily using computers for drill and practice or as rewards for completing work, that teachers lack confidence in meeting many of the state technology standards and that teachers are not satisfied with the support they receive. The study also suggests that systemic teacher preparation efforts focused on developing teachers' instructional computer efficacy with multiple applications, coupled with efforts to improve districtwide support, may enable this district to facilitate effective instructional computer use. Local consequences and the broader significance of the study are discussed.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131397572","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 : 2000-03-01DOI: 10.1080/14759390000200077
C. Kirkman
Abstract Currently in the United Kingdom there are several major initiatives to encourage the development of information and communications technology (ICT) in schools. However, in the past many significant educational innovations have resulted in disappointing outcomes and limited curriculum change. This article presents a three-phase model that offers guidance on how to facilitate effective curriculum change, particularly in the field of ICT. The model was derived from analysing six contrasting case studies of departmental ICT within a particular secondary school (ages 12-16 years). The article discusses the main issues identified within the case studies that led to the formulation of the model. ‘Issue trees’ were devised as a system for hierarchically grouping and presenting the factors that encouraged and discouraged ICT development across the various departments. Important aspects of the model include: gaining a firm innovative decision from a department, selling the pedagogic benefits of the innovation, the willingness of staff to undergo professional development (particularly pedagogic development), clear and positive communication channels that facilitate responsive management, and a methodical development cycle. The model has proved a useful tool for securing the effective integration of ICT into the curriculum, i.e. teachers effectively deliver appropriate ICT activities which have been adopted by the whole department and integrated into subject work schemes.
{"title":"A model for the effective management of information and communications technology development in schools derived from six contrasting case studies","authors":"C. Kirkman","doi":"10.1080/14759390000200077","DOIUrl":"https://doi.org/10.1080/14759390000200077","url":null,"abstract":"Abstract Currently in the United Kingdom there are several major initiatives to encourage the development of information and communications technology (ICT) in schools. However, in the past many significant educational innovations have resulted in disappointing outcomes and limited curriculum change. This article presents a three-phase model that offers guidance on how to facilitate effective curriculum change, particularly in the field of ICT. The model was derived from analysing six contrasting case studies of departmental ICT within a particular secondary school (ages 12-16 years). The article discusses the main issues identified within the case studies that led to the formulation of the model. ‘Issue trees’ were devised as a system for hierarchically grouping and presenting the factors that encouraged and discouraged ICT development across the various departments. Important aspects of the model include: gaining a firm innovative decision from a department, selling the pedagogic benefits of the innovation, the willingness of staff to undergo professional development (particularly pedagogic development), clear and positive communication channels that facilitate responsive management, and a methodical development cycle. The model has proved a useful tool for securing the effective integration of ICT into the curriculum, i.e. teachers effectively deliver appropriate ICT activities which have been adopted by the whole department and integrated into subject work schemes.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128572308","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 : 2000-03-01DOI: 10.1080/14759390000200079
J. Potter, Harvey Mellar
Abstract This article reports on a study to devise effective in-service training (INSET) to train teachers in the use of the Internet in the curriculum. A number of important themes for effective INSET were established from a survey of the literature. The practice of one INSET programme (for the Newham Internet Project) was examined in detail through questionnaires sent out to the project contact people in both primary and secondary schools and through follow-up interviews with a selection of the respondents. In relating the themes from the literature with the results of the study, four areas are identified that need to be addressed if INSET in this area is to be effective: (a) the institutional context, (b) the relationship between teachers' personal and professional use of information and communications technology, (c) the delivery methods and support mechanisms, and (d) curriculum integration, and training in curriculum leadership.
{"title":"Identifying teachers' internet training needs","authors":"J. Potter, Harvey Mellar","doi":"10.1080/14759390000200079","DOIUrl":"https://doi.org/10.1080/14759390000200079","url":null,"abstract":"Abstract This article reports on a study to devise effective in-service training (INSET) to train teachers in the use of the Internet in the curriculum. A number of important themes for effective INSET were established from a survey of the literature. The practice of one INSET programme (for the Newham Internet Project) was examined in detail through questionnaires sent out to the project contact people in both primary and secondary schools and through follow-up interviews with a selection of the respondents. In relating the themes from the literature with the results of the study, four areas are identified that need to be addressed if INSET in this area is to be effective: (a) the institutional context, (b) the relationship between teachers' personal and professional use of information and communications technology, (c) the delivery methods and support mechanisms, and (d) curriculum integration, and training in curriculum leadership.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131987288","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 : 2000-03-01DOI: 10.1080/14759390000200080
Nicola Yelland, S. Grieshaber, J. Stokes
Abstract This article explores a number of ways in which information and communications technologies (ICT) have been incorporated and integrated in a teacher education program in order to extend opportunities for students to interact with ICT as part of their preparation for becoming early childhood professionals. It describes three examples where ICT have been utilised in different contexts to promote understanding of the implications of technologies in educational settings, to engage students with powerful conceptual ideas and as a means of communication between students on campus and those in remote areas. The examples reveal that both undergraduate and graduate students indicated that they were at a novice stage of use and understanding before embarking on the courses. In addition, the examples show that participation in the courses helped students to come to terms with computer technology as a device that could help them both to acquire new forms of knowledge as well as extend the possibilities for interactions with other early childhood professionals who were located in remote areas. The examples also highlighted the need for teacher educators to become aware of the variety of ways in which ICT can complement and extend teaching and learning contexts in new and dynamic ways rather than be used to perpetuate existing pedagogical strategies that need to be reconceptualized in the information age.
{"title":"Technology in Teacher Education: examples of integration and implementation in early childhood courses","authors":"Nicola Yelland, S. Grieshaber, J. Stokes","doi":"10.1080/14759390000200080","DOIUrl":"https://doi.org/10.1080/14759390000200080","url":null,"abstract":"Abstract This article explores a number of ways in which information and communications technologies (ICT) have been incorporated and integrated in a teacher education program in order to extend opportunities for students to interact with ICT as part of their preparation for becoming early childhood professionals. It describes three examples where ICT have been utilised in different contexts to promote understanding of the implications of technologies in educational settings, to engage students with powerful conceptual ideas and as a means of communication between students on campus and those in remote areas. The examples reveal that both undergraduate and graduate students indicated that they were at a novice stage of use and understanding before embarking on the courses. In addition, the examples show that participation in the courses helped students to come to terms with computer technology as a device that could help them both to acquire new forms of knowledge as well as extend the possibilities for interactions with other early childhood professionals who were located in remote areas. The examples also highlighted the need for teacher educators to become aware of the variety of ways in which ICT can complement and extend teaching and learning contexts in new and dynamic ways rather than be used to perpetuate existing pedagogical strategies that need to be reconceptualized in the information age.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125750994","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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