Developing pre-service teacher competencies for ICT-integration through design teams

Alayyar, Ghaida M.

doi:10.3990/1.9789036532341

Cited by 24 publications

(36 citation statements)

References 62 publications

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“…During the two-year CEFR-project, the respondents filled in a questionnaire addressing their perceptions of their skills in tackling design challenges (Hardré et al, 2006), personal factors (Huizinga, 2009;Schmidt et al, 2009), team factors (Akomaning, 2012;Alayyar, 2011) and management support factors. The questionnaire was administered three times during the CEFR-project: at the start, after one year and at the end of the project.…”

Section: Methodsmentioning

confidence: 99%

“…Lack of collaboration among teachers in teams was found to influence the design process (Hargreaves & Dawe, 1990, Little, 1990. Teams that collaborate well are able to divide tasks, to foster professional commitment and to deal effectively with the interdependence among teachers as well (Akomaning, 2012;Alayyar, 2011;Handelzalts, 2009). In addition, teachers who appreciated the collaboration seemed to appreciate the overall design process and struggled less with the design process (Alayyar, 2011;Koehler et al, 2007).…”

Section: Personal Factorsmentioning

confidence: 99%

“…Teams that collaborate well are able to divide tasks, to foster professional commitment and to deal effectively with the interdependence among teachers as well (Akomaning, 2012;Alayyar, 2011;Handelzalts, 2009). In addition, teachers who appreciated the collaboration seemed to appreciate the overall design process and struggled less with the design process (Alayyar, 2011;Koehler et al, 2007). The assumption in this study is that when the collaboration within the team is experienced negative, teachers experience more difficulties in tackling design challenges.…”

Section: Personal Factorsmentioning

confidence: 99%

“…The scale consisted of seven items, which were adapted from Akomaning (2012) and Alayyar (2011). The items in the scale were measured using a five-point Likert-scale ranging from totally disagree (1) to totally agree (5).…”

Section: Team Factorsmentioning

confidence: 99%

“…During its development the items and scales were discussed in the research team to determine content validity (DeVellis, 2003). The developed self-report instruments adapted existing scales to measure the personal (Hardré et al, 2006;Huizinga, 2009;Schmidt et al, 2009) and team factors (Akomaning, 2012;Alayyar, 2011), whereas the scales measuring the management factors, were developed by the researcher. In total 39 items were included in the questionnaire (see Appendix P for the complete questionnaire).…”

Section: Instrumentationmentioning

confidence: 99%

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Developing curriculum desing expertise through teacher design teams

Huizinga¹

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Section: Methodsmentioning

confidence: 99%

Section: Personal Factorsmentioning

confidence: 99%

Section: Personal Factorsmentioning

confidence: 99%

Section: Team Factorsmentioning

confidence: 99%

Section: Instrumentationmentioning

confidence: 99%

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Developing curriculum desing expertise through teacher design teams

Huizinga¹

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Human and Blended Support to Assist Learning About ICT Integration in (Pre-service) Teacher Design Teams

Alayyar

Fisser²

2019

Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning

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The context of this study is the pre-service science teacher education program at the Public Authority of Applied Education and Training (PAAET) in Kuwait. A major problem in the pre-service teacher education curriculum at this institution was how pre-service science teachers were prepared to use ICT in their teaching. To tackle this problem, Technological Pedagogical Content Knowledge (TPACK) was used as a conceptual framework for developing an intervention to prepare students in the science teacher program for using ICT in their teaching. In the first iteration of the intervention students worked in design teams (DTs) and were coached by technology, pedagogy, and content experts, to find a technological solution for a pedagogical problem that a teacher normally faces. In the second iteration, students were offered an electronic support environment in addition to the expert support. As a result of the intervention, students had a positive attitude towards ICT and towards working in DTs. By adding the electronic support environment, the increase in student teachers’ positive attitude towards the use of ICT was even larger, as well as the increase in their knowledge about the pedagogical use of ICT in teaching. Implications for preparing pre-service students in ICT integration as part of their curriculum are discussed as well.

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From Needs Analysis to Large-Scale Implementation: Using Collaborative Design to Support ICT Integration

Agyei

2019

Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning

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The new mathematics curriculum for senior high school in Ghana encourages teachers to make use of the calculator and the computer for problem solving and investigations of real life situations. The goal is to help students acquire the habit of analytical thinking and the capacity to apply knowledge in solving practical problems. As a result, the government and other institutions have invested huge sums of money in procurement of computers and establishment of computer labs in most senior high schools; however, there still exists a gap between this new concept of teaching with ICT as specified in curriculum and policy documents and the use of ICT in practice. Important questions such as “what can teachers do with computers to extend their instructional methods and improve students’ outcomes?” remain unanswered. This chapter describes three iterations of an instructional course for pre-service mathematics teachers in Ghana aimed at addressing this type of question. The course design was based on Technological Pedagogical Content Knowledge as a conceptual framework for the course content and Learning Technology by Design as the course method. This chapter shows how evaluations informed the design of the successive iterations, and proposes a set of guidelines for design of similar courses in similar contexts.

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Developing pre-service teacher competencies for ICT-integration through design teams

Cited by 24 publications

References 62 publications

Developing curriculum desing expertise through teacher design teams

Developing curriculum desing expertise through teacher design teams

Human and Blended Support to Assist Learning About ICT Integration in (Pre-service) Teacher Design Teams

From Needs Analysis to Large-Scale Implementation: Using Collaborative Design to Support ICT Integration

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