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

Abstract

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.

Developing Mathematics teachers' attitude towards technology integration through school-based lesson design teams

“…This suggests that attitude changes were influenced by the kind of activities teachers participated in favour of collaborative lesson design activities. The effectiveness of lesson design activities is also reported in multiple studies (Alayyar and Fisser, 2019; Giles, 2019; Guo and Carey, 2008; Lambert and Gong, 2010; Strutchens et al. , 2017; Valtonen et al.…”

“…The analysis indicated that the nature of activities across time influences the level of attitudes. This suggests that attitude changes were influenced by the kind of activities teachers participated (Alayyar and Fisser, 2019;Giles, 2019;Guo and Carey, 2008;Lambert and Gong, 2010;Strutchens et al, 2017;Valtonen et al, 2015). Specifically, Hennessy et al (2010) argued that such activities do not only enable the development of attitudes but build a sense of ownership of the learning process.…”

Aligning Preservice Teachers’ Experiences for ICT Integration in Education in the School of Education at the University of Technology in South Africa

“…Learning by design is when the PSTs are given an opportunity to select and design the learning materials using digital technologies (Alayyar & Fisser, 2019). These authors assert that the designing skills involve cooperating with the production team to design learning activities and to select appropriate tools and techniques to organise and present the learning materials in different formats.…”

Bridging the Informatics Gap between School and University with the InfoSukces Contest

“…These policies require a comprehensive system aimed at teachers properly integrate ICT, creative programming, algorithmic thinking, game-based and problem-based learning into their teaching practice and mediate its use and impact. Therefore, training, workshops, and courses are essential and urgent to provide teachers with opportunities to learn about effective, appropriate, and intentional use of ICT in their teaching practice (Ihmeideh and Al-Maadadi, 2018;Alayyar and Fisser, 2019). Moreover, in addition to strictly technical skills related to the use of ICT equipment, it is extremely important to shape awareness among teachers about the desirability of using technology in school teaching informatics.…”