Are secondary preservice teachers well prepared to teach with technology? A case study from China

Zhou, George; Zhang, Zuochen; Li, Yueke

doi:10.14742/ajet.922

Cited by 27 publications

(13 citation statements)

References 27 publications

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“…Further, the results are in agreement with the study of Mereku et al (2008) in Ghana that HEIs provide little opportunity for students to learn skills necessary to integrate technology in learning. Likewise, in China and Nigeria, Zhou et al (2011) and Garba and Alademerin (2014) found that students were not well prepared to use technology tools in their learning respectively. Brooks and Grajek (2020) also found that majority of students had not received any e-learning training.…”

Section: What Is the Perception And Readiness Of Students For Online mentioning

confidence: 99%

Online Learning in Higher Education during COVID-19 Pandemic: A case of Ghana

Agormedah

Henaku

Ayite

et al. 2020

Journal of Educational Technology and Online Learning

217

140

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The COVID-19 pandemic has been a major concern across the globe affecting nation's socioeconomic development including education. It has pushes many HEIs in world to move into remote learning as a substitute of in-person instruction. The study explored students' response to online learning in higher education in Ghana. The study was guided by three research questions. Descriptive survey design was adopted and online questionnaire was used to gather data from 467 students in a higher education of Ghana. The data was analysed using frequency and percentage. Overall, the study found that students had positive response to online learning. They knew of online learning and some of the platforms like UCC Moodle platform, Alison and Google classroom. They would also like to use other social media platforms. They would use smart phone and laptop for the online learning. However, they were not ready for online learning because they lacked formal orientation and training, perceived lack of constant access to internet connectivity and financial unpreparedness. Management of the university should provide resources to help students assess whether they are ready to take an online course and offer suggestions for preparation. Since internet accessibility is expensive in Ghana at the moment, management of the university should hold negotiations with Cellular operators for educational discount for distance students. Academic staff should provide instructional support through instructional activities that can help students in appraising their readiness, gaining the needed skills to learn online and consider using flexible approaches to teaching and deadlines to accommodate students with reliable Wi-Fi or broadband access challenges as well as emotional response to help student ensure smooth transition to emergency remote learning/teaching.

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Section: What Is the Perception And Readiness Of Students For Online mentioning

confidence: 99%

Online Learning in Higher Education during COVID-19 Pandemic: A case of Ghana

Agormedah

Henaku

Ayite

et al. 2020

Journal of Educational Technology and Online Learning

217

140

View full text Add to dashboard Cite

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“…Research has indicated that pre-service teachers have concerns about technology integration (Cullen & Greene, 2011;Hur et al, 2015;Zhou, Zhang, & Li, 2011). The results of this study identified four major concerns of pre-service teachers involved in this study: resources, technology skills, subject area and students.…”

Section: Implications For Practicementioning

confidence: 77%

“…Research has identified that pre-service teachers have concerns about technology integration (e.g., their future school would lack technology resources; technology is not applicable in their subject areas; they are concerned about their own technology skills) (Cullen & Greene, 2011;Hur, Shen, Kale, & Cullen, 2015;Zhou, Zhang, & Li, 2011). Modelling and mentoring have been highlighted as a means of overcoming these concerns (Tharp & Dirksen, 1996;Kim & Baylor, 2008).…”

Section: Modelling and Mentoringmentioning

confidence: 99%

Addressing technology integration concerns: Asynchronous video mentoring between pre-service teachers and exemplary technology-using in-service teachers

Ottenbreit-Leftwich

Glazewski²,

Brush³

et al. 2018

AJET

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Research has identified that pre-service teachers have concerns about technology integration (e.g., their future school would lack technology resources; technology is not applicable in their subject areas). Mentoring has been highlighted as a means of overcoming these concerns. In this study, we present and investigate one strategy -an asynchronous video mentoring session between a class of 199 pre-service teachers and four exemplary award-winning technology-using in-service teachers. A small group of the pre-service teachers (n = 31) voluntarily expressed their concerns. The four in-service teachers were videotaped as they responded to these concerns. All 199 pre-service teachers watched the videos and described how the in-service teachers' responses either alleviated or increased their concerns. A majority of the pre-service teachers (58%) reported that their primary concerns regarding technology integration were less acute after they watched the teachers' presentation. Teacher education programs might consider the use of digital technologies to support student voices and increase the opportunities for interaction between pre-professionals and practising professionals. Inclusion of technology integration in teacher education programsIn most classrooms in the United States, teachers and students have access to a wide variety of technology resources (e.g., laptops, tablets, video recorders, and interactive whiteboards) (Hall, 2010). According to a recent report conducted by the Pew Research Center (Lenhart, 2015), nearly 75% of US teens have (or have access to) a smartphone. The availability of smartphones has increased dramatically (Project Tomorrow, 2013). Although only 24% in middle school and 28% in high school reported their availability to smartphones in 2008, in 2012 these numbers jumped to 65% and 80% respectively. This increase followed a similar pattern for personal digital readers (from 17% in 2011 to 39% in 2012) and tablets (from 26% in 2011 to 52%) among middle school students (Project Tomorrow, 2013). However, this enormous increase in technology resources among students and teachers does not guarantee teachers' effective use of technology in classrooms (Ertmer & Ottenbreit-Leftwich, 2010).Technology preparation has become a common feature in teacher education programs (Ottenbreit-Leftwich et al., 2012), as teachers are expected to have sufficient technology skills (ISTE, 2014). However, several metaanalysis studies (Mims, Polly, Shepherd, & Inan, 2006;Polly, Mims, Shepherd, & Inan, 2010) have found mixed results as to whether technology coursework in teacher education programs improved pre-service teachers' technology skills or encouraged technology use in the classroom. Pellegrino, Goldman, Bertenthal, and Lawless (2007) suggested that this could result from lack of sufficient modelling of appropriate uses of technology in the classroom by teacher education faculty, and suggest it may be accompanied by the minimal exposure to appropriate uses of technology that pre-service teachers receive dur...

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“…ITE has focused on preparing the stereotype of the 'digital native' to participate, shape, and lead digital pedagogy (Donnison, 2009;Zhou, Zhang, & Li, 2011). However, the literature now shows the majority of STs do not fit or identify with this definition (Corrin, Bennett, & Lockyer, 2010, White & Le Cornu, 2011.…”

Section: Literature Reviewmentioning

confidence: 99%