Pub Date : 2000-03-01DOI: 10.1080/14759390400200074
P. Dillon
Changes in editorial practice for the Journal of Information Technology for Teacher Education (JITTE) were described in the last issue (Vol. 8, No. 3, 1999). There are now three co-editors, who will take turns in seeing issues through to production. Michelle Selinger and I are the new editors, joining Niki Davis. I would like to start with a personal reflection. This will enable me first to give some background to my work in the field, and secondly to introduce my theme for this editorial – innovation, renovation and terminological precision in information and communications technology (ICT) in education. I make a distinction between innovation – change through the introduction of new ideas, methods and processes, and renovation – change through the renewal and updating of methods and processes.
{"title":"Innovation, renovation and terminological precision","authors":"P. Dillon","doi":"10.1080/14759390400200074","DOIUrl":"https://doi.org/10.1080/14759390400200074","url":null,"abstract":"Changes in editorial practice for the Journal of Information Technology for Teacher Education (JITTE) were described in the last issue (Vol. 8, No. 3, 1999). There are now three co-editors, who will take turns in seeing issues through to production. Michelle Selinger and I are the new editors, joining Niki Davis. I would like to start with a personal reflection. This will enable me first to give some background to my work in the field, and secondly to introduce my theme for this editorial – innovation, renovation and terminological precision in information and communications technology (ICT) in education. I make a distinction between innovation – change through the introduction of new ideas, methods and processes, and renovation – change through the renewal and updating of methods and processes.","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":"124495605","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: 10.1080/14759390000200078
Clive T. Opie, F. Katsu
This article presents the results of a research project aimed at finding out the position of the University of Sheffield's partnership secondary schools of being able to support the National Curriculum in information and communications technology (ICT) in initial teacher training in the United Kingdom. Legislation came into force in the academic year 1998-99 regarding this curriculum innovation and this research was carried out in the year prior to this. The evidence from the research suggests that the major problems inhibiting the use of ICT (i.e. lack of resources and training) still exist and many schools are not positive about their ability to meet the new criteria. This is most evident in the area of classroom-based ICT work, a main requirement of the new legislation. In spite of this apparent weakness, the evidence also shows that students feel overall that their ICT general and subject-based knowledge does increase over the period of their training and that their teaching practices help in this way. The article concludes that with present funding initiatives for ICT resources and training, the situation should improve but that this will take several years to become apparent. During this interim period, inspection teams are cautioned about possibly being too hasty in their condemnation of ICT support proffered by schools. Failure to do so could do irreparable damage to the developing links being nurtured between schools and higher education establishments and minimise the impact of present ICT funding initiatives
{"title":"A tale of two national curriculums: issues in implementing the national curriculum for information and communications technology in initial teacher training","authors":"Clive T. Opie, F. Katsu","doi":"10.1080/14759390000200078","DOIUrl":"https://doi.org/10.1080/14759390000200078","url":null,"abstract":"This article presents the results of a research project aimed at finding out the position of the University of Sheffield's partnership secondary schools of being able to support the National Curriculum in information and communications technology (ICT) in initial teacher training in the United Kingdom. Legislation came into force in the academic year 1998-99 regarding this curriculum innovation and this research was carried out in the year prior to this. The evidence from the research suggests that the major problems inhibiting the use of ICT (i.e. lack of resources and training) still exist and many schools are not positive about their ability to meet the new criteria. This is most evident in the area of classroom-based ICT work, a main requirement of the new legislation. In spite of this apparent weakness, the evidence also shows that students feel overall that their ICT general and subject-based knowledge does increase over the period of their training and that their teaching practices help in this way. The article concludes that with present funding initiatives for ICT resources and training, the situation should improve but that this will take several years to become apparent. During this interim period, inspection teams are cautioned about possibly being too hasty in their condemnation of ICT support proffered by schools. Failure to do so could do irreparable damage to the developing links being nurtured between schools and higher education establishments and minimise the impact of present ICT funding initiatives","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":"130724354","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: 10.1080/14759390000200076
N. Givens, J. McShea
Abstract The article focuses on a cross-national Internet module employing a remote device for learning about control and intended to promote the professional development of a group of student teachers from England and the Netherlands. The practical activity was one component of an integrated conferencing package that sought to encourage shared pedagogical discussions of the teaching of control technology in schools. Microanalysis of the activities highlighted a number of difficulties affecting the execution of the tasks. An instrument of analysis based on the non-neutrality of technology is described which offered a particular lens with which to interpret participant actions and the extent to which learning took place. The article addresses ways in which remote access transformed those practical experiments and affected the learning experiences.
{"title":"Learning through remote practical experiments over the internet: a case study from teacher education","authors":"N. Givens, J. McShea","doi":"10.1080/14759390000200076","DOIUrl":"https://doi.org/10.1080/14759390000200076","url":null,"abstract":"Abstract The article focuses on a cross-national Internet module employing a remote device for learning about control and intended to promote the professional development of a group of student teachers from England and the Netherlands. The practical activity was one component of an integrated conferencing package that sought to encourage shared pedagogical discussions of the teaching of control technology in schools. Microanalysis of the activities highlighted a number of difficulties affecting the execution of the tasks. An instrument of analysis based on the non-neutrality of technology is described which offered a particular lens with which to interpret participant actions and the extent to which learning took place. The article addresses ways in which remote access transformed those practical experiments and affected the learning experiences.","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":"125301702","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: 10.1080/14759390000200072
P. Cuckle, Stephen Clarke, I. Jenkins
Abstract Two surveys of the 1997–98 cohort of Postgraduate Certificate of Education students in the United Kingdom showed that students had a wide range of information and communications technology (ICT) skills at the start of their course; much of their experience had been gained during their undergraduate studies or at home. They also had considerable enthusiasm for learning more skills and using them in their future careers as teachers. However, as many other researchers have also found, students were not always able to transfer their skills to use in the classroom, although they very often used them in preparing both classroom materials and assessed coursework. Significant differences in ICT use were found between students studying different subjects; availability of ICT facilities in schools (varying between subjects) also affected use of ICT. The results are discussed in terms of attitudes to ICT in schools.
{"title":"Students' information and communications technology skills and their use during teacher training","authors":"P. Cuckle, Stephen Clarke, I. Jenkins","doi":"10.1080/14759390000200072","DOIUrl":"https://doi.org/10.1080/14759390000200072","url":null,"abstract":"Abstract Two surveys of the 1997–98 cohort of Postgraduate Certificate of Education students in the United Kingdom showed that students had a wide range of information and communications technology (ICT) skills at the start of their course; much of their experience had been gained during their undergraduate studies or at home. They also had considerable enthusiasm for learning more skills and using them in their future careers as teachers. However, as many other researchers have also found, students were not always able to transfer their skills to use in the classroom, although they very often used them in preparing both classroom materials and assessed coursework. Significant differences in ICT use were found between students studying different subjects; availability of ICT facilities in schools (varying between subjects) also affected use of ICT. The results are discussed in terms of attitudes to ICT in schools.","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":"128099283","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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