Integration of ICT in Teacher Education and Different School Subjects in Latvia

Abstract

The introduction of information and communication technology (ICT) to the educational system of Latvia has implemented infrastructural planning since 1985 (Grinfelds, 1996). The initial plan envisaged equipping schools (mainly secondary schools) and institutions of higher education with computer sets, and training teachers and university faculty. A new subject -informatics -was introduced in secondary schools. A new syllabus was designed and, subsequently, textbooks and study aids were published. Teachers of mathematics and physics were the first to be trained. These original teachers of informatics then started teaching this new subject. ICT integration in education system of Latvia is analysed taking into account results of international comparative educational studies (IEA COMPED and SITES). The implementation of ICT into the curriculum foreign language teachers-to-be at the University of Latvia and in schools is analysed and the results of the survey are presented. L'intégration de TICV dans la formation des maîtres et différentes disciplines scolaires en LithuanieL'introduction des TIC dans le système éducatif de la Lithuanie a conduit à une planification des structures depuis 1985 (Grinfelds, 1996). Le plan initial envisageait l'équiper les écoles (surtout secondaires) et les institutions d'enseignement supérieur avec des ordinateurs et de former les enseignants et les universitaires. Une nouvelle discipline l'informatique á eté introduite dans les écoles secondaires. On a crée de nouveaux programmes et par suite des livres et d'autres moyens d'enseignement ont été publiés. Les enseignants de mathématiques et de physique furent les premiers formés. Ces premiers enseignants en mathématiques ont ensuite commencé à enseigner cette nouvelle discipline. Integration von ICT in die Lehrerbildung und in verschiedene Schulfächer in LettlandDie Einführung von ICT (Informations-und Kommunikationstechnologie) in das Bildungssystem von Lettland hat seit 1985(Grinfelds, 1996 zu infrastrukturellen Planungen geführt. Die Anfangsplanung sah vor, Schulen (hauptsächlich Sekundarschulen) und Einrichtungen weiterführender Bildung mit Computeranlagen auszustatten sowie Lehrer und Universitätsangehörige auszubilden. Ein neues Fach -Informatik -wurde in weiterführenden Schulen eingeführt, dazu ein neuer Lehrplan entworfen, anschließend wurden Lehrbücher und Studienhilfen herausgegeben. Mathematik-und Physiklehrer waren die ersten, die darin ausgebildet wurden. Diese ursprünglichen Informatiklehrer begannen dann, das neue Thema zu lehren.

Authentic Learning Supported by Technology: Ten suggestions and cases of integration in classrooms

“…Many authors and teacher educators have explored the introduction and use of information and communication technologies in the school classroom from a variety of international perspectives (Baskin & Williams, 2006;Kangro & Kangro, 2004;Lim et al, 2003;Misra, 2006;Vavouraki, 2004). What is clear from this body of work is that technologies cannot be introduced in an ad hoc or top-down manner.…”

Relationships between in-service teacher achievement motivation and use of educational technology: case study with Latvian and Estonian teachers

“…In other words, our findings demonstrate that sometimes intrinsic factors, such as a teacher`s orientation towards relational goal achievement, limit the teacher`s interest in technology and its application in teaching practice. In fact, we argue that teachers with relational motivation might not fully support the integration of digital skills and competences which, according to policy goals, students in Latvia and Estonia are supposed to learn along with subject knowledge (Mägi, 2006;Kangro & Kangro, 2004).…”

Investigation of Prospective Teachers’ Information and Communication Technology Integration Practices in Terms of Transformative Learning Theory

“…(PT interview form, participant 6). Kangro and Kangro (2004) remarked that it was necessary to train practitioners as a preliminary preparation for ICT integration. Further research has shown that training ICT integration practitioners within the context of professional development activities is important and in-service training has become necessary (Akbaba-Altun, 2006;Kangro & Kangro, 2004;Tondeur, Van Keer, Valcke, & van Braak, 2008).…”

“…Kangro and Kangro (2004) remarked that it was necessary to train practitioners as a preliminary preparation for ICT integration. Further research has shown that training ICT integration practitioners within the context of professional development activities is important and in-service training has become necessary (Akbaba-Altun, 2006;Kangro & Kangro, 2004;Tondeur, Van Keer, Valcke, & van Braak, 2008). Therefore, it can be argued that for prospective teachers to experience an ICT integration transformation, they should be trained in ICT integration and application in the pre-service period, meaning that teaching practice courses need to provide opportunities for prospective teachers to develop and practice their ICT integration skills and to gain experience in relation to ICT integration.…”