How trainee teachers of IT approach teaching their subject

Hammond, Michael; Mumtaz, Shazia

doi:10.1046/j.0266-4909.2001.00169.x

Cited by 16 publications

(13 citation statements)

References 8 publications

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“…This confirms the findings of other research (Hammond and Mumtaz, 2001; BECTa, 2001) which links the use of the Internet and ICT in general to high levels of pupil motivation.…”

Section: The End Productssupporting

confidence: 91%

Transforming what they read: helping eleven‐year‐olds engage with Internet information

Pritchard¹,

Cartwright²

2004

Literacy

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This article explores an issue of great current concern: how do we help primary aged children to engage with, and to benefit from, information from the Internet? The notion of 'engagement' is considered in the context of constructivist learning theory. A short case study based on a small-scale research project in a primary school classroom in England is presented in order to illustrate the difficulties that arise when children undertake information handling work involving access to vast amounts of information. The end products from two groups of children are found to be far from what might have been expected from children of their ability, background and experience. Engagement with the ideas contained in non-fiction texts is isolated as a crucial factor. Approaches, including the EXIT model, are presented and considered as ways in which engagement might be encouraged.

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“…This confirms the findings of other research (Hammond and Mumtaz, 2001; BECTa, 2001) which links the use of the Internet and ICT in general to high levels of pupil motivation.…”

Section: The End Productssupporting

confidence: 91%

Transforming what they read: helping eleven‐year‐olds engage with Internet information

Pritchard¹,

Cartwright²

2004

Literacy

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“…The ndings are then discussed in the context of the wider literature on teacher recruitment. The research forms part of a continuing investigation into the professional development of new ICT teachers from which reports on the experiences of an earlier cohort of teachers have already been published (Hammond, 2001;Hammond and Mumtaz, 2001). …”

mentioning

confidence: 99%

Why Teach? A case study investigating the decision to train to teach ICT

Hammond¹

2002

Journal of Education for Teaching

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This paper investigates the motivations of a cohort of trainee teachers to teach information and communication technology (ICT). The cohort consists of 15 trainees who took a post-graduate certi cate in education course at the University of Warwick from 2000 to 2001. It was found that trainees frequently drew on their own past experience of teaching, mentoring or helping a learner when reaching a decision to train to teach. Trainees were also in uenced by their special interest in ICT and generalised from their own experiences to believe that young learners would nd ICT an interesting and valuable subject. Members of the cohort were not motivated by material rewards, but did look for salary and career progression. This study con rms ndings from several other studies on teacher recruitment. However, this study suggests that experiences of taking part in 'teaching-like' activities are more salient than experiences of being a learner when reaching a decision to train to teach. BACKGROUNDThis paper investigates the motivations of a cohort of trainee teachers to teach information and communication technology (ICT) as a subject. The investigation is of topical interest. There is widespread concern over the recruitment and retention of teachers in England and Wales (Neill, 2001;Smithers and Robinson, 2001a) and noticeable under-recruitment in technology subjects (Smithers and Robinson, 2001b). This study reports on the characteristics of a particular cohort, the reasons they gave for taking a teacher training course and the impact of Teacher Training Agency (TTA)-managed bursaries for trainee teachers. The ndings are then discussed in the context of the wider literature on teacher recruitment. The research forms part of a continuing investigation into the professional development of new ICT teachers from which reports on the experiences of an earlier cohort of teachers have already been published (Hammond, 2001;Hammond and Mumtaz, 2001). THE COHORTThe cohort consisted of 15 trainee teachers who took a 1-year post-graduate certi cate in education (PGCE) course, in the academic year 2000-2001, to teach ICT as a specialist

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“…Ideal experiments (cf. Hedrén, 1990;Becker, 1994;Pemberton, 1995;Forster, 1997;Wikström, 1997;Galbraith and Haines, 1998;Izen, 1998;Engström, 1999;Thomas and Thomas, 1999;Schwartz, 1999;Marrades and Gutiérrez, 2000;Holahan et al, 2000;Hammond and Mumtaz, 2001) about the computer's possibilities in the teaching process have not reached the classrooms. There are possibilities for change but very little happens in everyday teaching.…”

Section: Discussionmentioning

confidence: 99%

“…Some articles discuss how computers can be used in an experimental activity (Becker, 1994;Pemberton, 1995;Forster, 1997;Galbraith and Haines, 1998;Izen, 1998;Thomas and Thomas, 1999;Schwartz, 1999;Marrades and Gutiérrez, 2000;Holahan et al, 2000;Hammond and Mumtaz;. In other studies the writers are focusing on drill-program (Norton et al, 2000;Wong, 2001).…”

mentioning

confidence: 99%

ICT as a Change Agent of Mathematics Teaching in Swedish Secondary School

Samuelsson

2006

Educ Inf Technol

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How trainee teachers of IT approach teaching their subject

Cited by 16 publications

References 8 publications

Transforming what they read: helping eleven‐year‐olds engage with Internet information

Transforming what they read: helping eleven‐year‐olds engage with Internet information

Why Teach? A case study investigating the decision to train to teach ICT

ICT as a Change Agent of Mathematics Teaching in Swedish Secondary School

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