An Exploration of Contemporary Realities of Technology and Teacher Education: Lessons Learned

Bakir, Nesrin

doi:10.1080/21532974.2015.1040930

Cited by 34 publications

(14 citation statements)

References 36 publications

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“…Es por ello que la política pública de las TIC pasa también por analizar lo que ha ocurrido en la incorporación de las TIC en la formación de profesores. Lo anterior va acompañado de otros desafíos, como resolver la falta de tiempo para la implementación y familiarización con las TIC por parte de los agentes de cambio, la escasez de modelos de apoyo para dicha implementación, la casi nula infraestructura para incluirlas y el peso de la tradición (Bakir, 2015;Hinostroza & Brun, 2010;Lizasoain & Ortiz de Zárate, 2009;Brzycki & Dust, 2005).…”

Section: Conclusionesunclassified

Evaluación de It’s My Turn, una herramienta de autoaprendizaje de inglés como lengua extranjera para contextos rurales de Chile

Lizasoain

Zárate

Véliz

et al. 2016

Calidad en la educación

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Resumen en este trabajo se informan los resultados de una investigación cuyo objetivo fue comprobar la eficacia del programa estatal It's my Turn, implementado por el ministerio de educación de Chile, para el autoaprendizaje del inglés en contextos rurales de todo el país. se midió el aprendizaje de 120 estudiantes de 10 escuelas rurales de la Región metropolitana (Rm) con pruebas de entrada y salida. Asimismo, se realizaron observaciones para examinar la utilización del recurso, y un cuestionario a los docentes para conocer su percepción del programa. una prueba t arrojó una diferencia significativa entre las pruebas de entrada y salida (p < 0,0001), lo que respalda la efectividad del programa. Las observaciones pusieron en evidencia métodos heterogéneos de aplicación y los cuestionarios mostraron que los profesores tienen diferentes perspectivas acerca de la eficacia de It's my Turn. La combinación de resultados cuantitativos y cualitativos apunta a la efectividad del programa, pero también a la necesidad de realizar cambios en su implementación.Palabras clave: autoaprendizaje, inglés como lengua extranjera, aprendizaje de una lengua extranjera, educación rural. EVALUATION OF IT'S MY TURN, A SELF-LEARNING INTERACTIVE TOOL TO STUDY ENGLISH IN CHILEAN RURAL CONTEXTS

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Section: Conclusionesunclassified

Evaluación de It’s My Turn, una herramienta de autoaprendizaje de inglés como lengua extranjera para contextos rurales de Chile

Lizasoain

Zárate

Véliz

et al. 2016

Calidad en la educación

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“…Many Swedish TEPs are implementing a range of initiatives to enhance pre-service teachers' digital competences (Bakir 2015;Brown et al 2016;Tondeur et al 2012). Several measures, including a substantial level of investment in ICT, developing comprehensive policies and strategies to support an innovative use of ICT and developing teacher educators' digital competences, have been put in place to extend the integration of ICT in TEP (Brevik et al 2019;Marklund 2015).…”

Section: Introductionmentioning

confidence: 99%

Situating ICT in early childhood teacher education

Masoumi

2020

Educ Inf Technol

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Preparing the next generation of preschool teachers who can integrate and make use of ICT to capitalise on and develop young children’s digital competences remains a challenging goal for teacher education programmes (TEP). Given the current gaps in the literature, this study aims to expand and deepen our understanding of the extent to which early childhood pre-service teachers encounter ICT during their training and how they are prepared to use digital technologies in their future practices. The empirical data was generated through a focus group study with pre-service teachers and interview with their teacher educators at an institution of higher education in Sweden. The findings of the study suggest that pre-service teachers feel they have not been adequately prepared to integrate ICT into their future educational practices in preschool. Teacher educators, however, demonstrated a completely different perspective, highlighting a variety of initiatives that they were implementing to prepare the next generation of preschool teachers to use digital technologies. It will discuss why pre-service teachers, unlike teacher educators, feel they are not being adequately prepared to use digital technologies in early childhood education. The study also provides a detailed account of the varied procedures involved in preparing pre-service teachers’ digital competences and makes recommendations to teacher educators on how to enhance future preschool teachers’ TPACK.

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“…Underwood and Dillon [10] claim that classrooms are changed when the technology is introduced, but the changes are not necessarily those that are wanted. Studies show that what teachers believe in seems to be important [9,[11][12][13]. Since beliefs or lack of beliefs seems to be the key-factor for understanding how technology is used in schools, it may be crucial to hear teachers' opinions in order to understand more of the implementation process [8,14].…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Experiences with Networked Classrooms in Norway

Helleve

Almås

2017

Education Research International

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The aim of this study, based on response on a questionnaire from 65 teachers in upper secondary schools, is to gain insight into how teachers experience and practice their role as leaders in the digital classroom. Research shows that teachers seldom are asked about their opinions concerning use of technical device. From 2007 all Norwegian students in upper secondary schools were given a computer from the authorities. Politicians argued for pedagogical use of ICT, for example, through interactive device like social networking sites. However, recent national reports show that teachers mainly use ICT for administrative and not for pedagogical purposes. Findings from the current study show that teachers adjust the technology to their existing pedagogy and continue their existing practice. To a small extent the technology's interactive abilities are utilized. Technological device is powerful. Possible consequences of placing technology on every student's desk are discussed. The teachers' future concern is to control Internet and to have possibilities to develop and discuss pedagogical use of technology in classrooms with their colleagues.

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An Exploration of Contemporary Realities of Technology and Teacher Education: Lessons Learned

Cited by 34 publications

References 36 publications

Evaluación de It’s My Turn, una herramienta de autoaprendizaje de inglés como lengua extranjera para contextos rurales de Chile

Evaluación de It’s My Turn, una herramienta de autoaprendizaje de inglés como lengua extranjera para contextos rurales de Chile

Situating ICT in early childhood teacher education

Teachers’ Experiences with Networked Classrooms in Norway

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An Exploration of Contemporary Realities of Technology and Teacher Education: Lessons Learned

Cited by 34 publications

References 36 publications

Evaluación de It&#8217;s My Turn, una herramienta de autoaprendizaje de inglés como lengua extranjera para contextos rurales de Chile

Evaluación de It&#8217;s My Turn, una herramienta de autoaprendizaje de inglés como lengua extranjera para contextos rurales de Chile

Situating ICT in early childhood teacher education

Teachers’ Experiences with Networked Classrooms in Norway

Contact Info

Product

Resources

About

Evaluación de It’s My Turn, una herramienta de autoaprendizaje de inglés como lengua extranjera para contextos rurales de Chile

Evaluación de It’s My Turn, una herramienta de autoaprendizaje de inglés como lengua extranjera para contextos rurales de Chile