Information technology skills of Australian teachers: implications for teacher education

Russell, G.; Finger, Glenn; Russell, Neil

doi:10.1080/14759390000200087

Cited by 35 publications

(34 citation statements)

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“…Entre los primeros, el género del profesorado es un factor reiteradamente vinculado a las competencias, indicando que los profesores y las profesoras muestran niveles competenciales diferentes (Almerich, et al, 2005;EADETWA, 2007;IEAE, 2007;Papanastasiou y Angeli, 2008;Russell, Finger y Russell, 2000;Sigalés et al, 2008;Suárez-Rodríguez et al, 2012;Tejedor y García-Valcárcel, 2006). También se han encontrado evidencias que indican que según se incrementa la edad del profesorado su nivel de competencias respecto a las TIC disminuye, con lo cual el profesorado joven posee un nivel de conocimientos superiores -especialmente tecnológicos- (Almerich, et al, 2005;EADETWA, 2007;IEAE, 2007;Russell et al 2000;Sigalés et al, 2008;Suárez-Rodríguez et al, 2012). La frecuencia de uso del ordenador en casa se constituye en un factor diferenciador, de forma que su mayor utilización conlleva un incremento de las competencias en TIC (Suárez-Rodríguez et al, 2012).…”

Section: Introductionunclassified

Las Competencias Del Profesorado en Tic: Estructura Básica (The Competencies of Teachers in Ict: Basic Structure)

et al. 2013

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RESUMENLas competencias en TIC del profesorado son una variable clave para la integración de las TIC en la escuela. Este artículo presenta un esquema de indicadores de competencia para dos dimensiones, competencias tecnológicas y competencias pedagógicas, desde un modelo MIMIC. El modelo incluye la definición de una relación específica entre estas dimensiones y también de los efectos de un conjunto de factores relevantes: personales (género, edad y frecuencia de uso del ordenador) y contextuales (tipo de centro, etapa educativa y acceso al aula de informática). La información se recogió mediante un cuestionario aplicado a una muestra de 868 profesoras y profesores de educación primaria y secundaria de la Comunidad Valenciana. Los resultados confirman la estructura relacional estable entre ambas dimensiones de competencia, así como que las competencias tecnológicas influyen sobre las pedagógicas. Asimismo, el modelo muestra las influencias de los factores personales y contextuales sobre estas dimensiones. El modelo presentado apunta la necesidad urgente de estudiar las dimensiones relacionadas con las TIC en educación desde una perspectiva más compleja que pueda mostrar más claramente esas relaciones. ABSTRACTThe ICT competences of teachers are a key variable for ICT integration in school. This paper presents a framework of indicators of competence in relation to two dimensions from a MIMIC model: the first one concerns technological competences and the second one has to do with pedagogical Facultad de Educación. UNED

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Section: Introductionunclassified

Las Competencias Del Profesorado en Tic: Estructura Básica (The Competencies of Teachers in Ict: Basic Structure)

et al. 2013

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“…Studies have demonstrated that teachers who did not integrate their instruction with technology, strategies, and content knowledge (CK) implemented technology use in their teaching insufficiently (Russel et al, 2000;Williams et al, 2000). Doukakis et al (2010) examined 1,032 senior high school teachers' technology use in instruction and suggested that teachers exhibited poor performance.…”

Section: Ability Of Senior Teachers To Integrate Technology Into Instmentioning

confidence: 99%

“…Studies have demonstrated the importance of using technology in teaching to improve student learning (Merrill, 1996;Kearsley & Shnedierman, 1998;Backhouse, 2003). However, senior teachers with comprehensive instructional experience and confidence in their teaching strategies seldom apply technology in their classes (Russel, Finger, & Russel, 2000;Williams, Coles, Richardson, Wilson, & Tuson, 2000). Pelgrum (2001) indicated that rather than being unwilling to use technology, senior teachers are insufficiently able to do so.…”

Section: Introductionmentioning

confidence: 99%

A Senior Teacher’s Implementation of Technology Integration

Tsai¹

2015

IES

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This study investigated whether a senior teacher with many years of teaching experience, despite lacking adequate technology skills or contending with other barriers, can sufficiently implement technology integration in the classroom. The research was conducted between October 2013 and January 2014 and was focused on a junior high school biology teacher with 17 years of instructional experience. A qualitative method involving semistructured interviews and classroom observation of 4 conducted lessons was used to explore the teacher's implementation of technology integration. The analytical results showed that the teacher's perspectives on technology integration ranged from "technology as a tool for teaching" to "technology as a learning activator." Moreover, external factors such as poor technology management affected the teacher's implementation of technology integration. In addition, the teacher developed a technological-pedagogical-content-knowledge base, building on current pedagogical content knowledge. The findings of this study enhance the general understanding of the development and implementation of senior teachers regarding technology integration, as well as the integration of subject content and pedagogical knowledge in teaching.

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“…Studies have indicated that senior teachers with substantial teaching experience seldom use technology in their classrooms [10], [11]. In fact, senior teachers were found to have interest in learning about technology and its effective use in the classroom [17].…”

Section: A Teachers' Use Of Technologymentioning

confidence: 99%

Exploring a Senior Teacher’s Change in a Learning Community for Improving Pre-service Teachers’ Quality

Chang¹,

Hsu²

2017

IJSSH

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Abstract-In this study, we investigated a senior teacher's change in a learning community which aimed to improve the teaching quality of pre-service teachers. The senior teacher had been teaching Chinese in junior high schools for more than 30 years. In addition to the senior teacher, the participants of the learning community were from a university including three pre-service teachers, two teacher educators (researchers), and a Chinese subject matter expert. At the beginning, the university participants sat in the senior teacher's class and observed his teaching. Then, all the participants prepared a new lesson together and then observed the senior teacher's teaching of this lesson, followed by a discussion meeting. Afterwards, three steps of preparing, teaching, and discussing a lesson repeated to improve each pre-service teacher' teaching practice. Based on the multiple data we collected, the senior teacher appeared to give his students more freedom during the teaching process, and he gained new insights on selecting and designing instructional materials. Furthermore, the senior teacher examined digital materials enthusiastically, and finally used technology in his class initiatively and frequently.

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Information technology skills of Australian teachers: implications for teacher education

Cited by 35 publications

References 5 publications

Las Competencias Del Profesorado en Tic: Estructura Básica (The Competencies of Teachers in Ict: Basic Structure)

Las Competencias Del Profesorado en Tic: Estructura Básica (The Competencies of Teachers in Ict: Basic Structure)

A Senior Teacher’s Implementation of Technology Integration

Exploring a Senior Teacher’s Change in a Learning Community for Improving Pre-service Teachers’ Quality

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