How student teachers develop their understanding of teaching using ICT

How Does Pre-Service Teacher Preparedness to Use ICTs for Learning and Teaching Develop Through Their Degree Program?

“…Often times, repeated phase numbers were an indicator of an item being quite comprehensively met, however, it was not always the case. Additionally, just as Taylor (2004) found in her investigation, in this study, in the majority of cases, "student teachers' thinking at any one time did not fit into just one stage" (p. 48). This is not seen as an issue, rather as a sign of the non-linear and individual nature of pre-service teacher development to use ICTs for learning and teaching.…”

“…If the evidence of progression through the identified stages is examined, for example from stage 1 which is characterised by the possession of knowledge for possible uses of ICTs, and unselective practice and/or unsubstantiated thinking, through to stage 3 where personal principles and practical theory can be suggested, and critical reflection and examination of own and others practice is evident, it is clear that the basis of the Taylor (2004) model is also very much about the ability to reason, as well as growth in pedagogical and technological knowledge and skill.…”

“…The next section describes the methodological approach employed for this study, including use of the Taylor (2004) model as a lens for analysing the developmental process of 11 pre-service Primary teachers.…”

Impact of Continuous Ict Training in Secondary School Teachers in Portugal

“…As for the focus group, it consisted mostly of teachers with a similar amount of experience on the issue in question and similar professional background (Perremoud, 2001;Serrâo 2007;Taylor 2004). For the group to achieve maximum effectiveness, we decided to communicate in two different ways: a monthly group meeting and individual and group emailing and instant messaging.…”

Mathematics Teachers and ICT: Factors Affecting Pre-service use in School Placements

“…In accordance with it, the use of ICT to improve teaching and learning in schools in the United Kingdom has been clearly emphasised over the last decade (Taylor, 2004;Haydn and Barton, 2007). UK teachers have been promoted to use ICT for their teaching and to enable pupils to gain competencies in ICT within all subject fields (Cuckle ,Clarke and Jenkins, 2000).However, research on the use of ICT in UK schools points out that there has not been a considerable increase on uptake in teachers" use of new technology (Harrison et al 2002;Nichol & Watson 2003;Reynolds et al 2003;Selwyn 2003) According to Kenneth Baker (1988), initial training courses would initiate these skills of using ICT "the problem of getting teachers aware of IT will soon be phased out as all new entrants will soon have IT expertise" (as cited in Barton & Haydn,2006, p. 258).…”