Pedagogy, information and communications technology and teachers' professional knowledge

Leach, Jenny; Moon, Bob

doi:10.1080/09585170050200585

Cited by 46 publications

(24 citation statements)

References 13 publications

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“…It emerged from the study findings that majority (70.5%) of the respondents were of the view that through using teaching media it helps in clarification of the concepts and activeness of pupils in learning. This is supported by Leach and Moon (2000) who argued that ICT had enhanced clarification of abstract concepts and transformation of the understanding of the subject matter.…”

Section: Findings and Discussion Teacher-trainee Planning Process Of mentioning

confidence: 54%

Teacher-Trainee Preparedness on Integration of ICT for Instruction in Selected Public Teacher Training Colleges in North Rift, Kenya

Kipsaina¹,

Jepchirchir²,

Boit³

2017

ASSRJ

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ICT is a very a very powerful medium of instruction in contemporary pedagogical processes. The aim of this study was to investigate teacher-trainee preparedness on the integration of ICT for learning in selected public teacher training colleges in North Rift, Kenya. The specific objectives were; to find out Teacher-Trainee planning process for use of ICT in teaching, determine teacher-trainee perception on integration of ICT in teaching and learning and to assess the teacher trainees' use of e-materials during learning process. The study was guided by Davis' Technology Acceptance Model (TAM). Descriptive research design and mixed method approach was used in this study. This study used questionnaires, document analysis and observation as instruments of collecting data. Slovin's formula was used to obtain a sample of 352 respondents from a target population of 2946 respondents. Purposive sampling was used to select three colleges and 2 nd year students. Proportionate simple random sampling technique was used to select teacher trainees from the cohort of the 2 nd year students. The questionnaire was face validated by education experts while the reliability was established by piloting the research instruments through test re-retest method. A Pearson Product Moment Correlation reliability coefficient of 0.8 was obtained indicating that the instrument was reliable. Descriptive statistics was used to analyze the data obtained and results presented in frequencies and percentages. The study findings showed that majority of the teacher trainees used ICT in searching teaching and learning materials. Majority of teacher trainees believed that ICT helped in lesson preparation. Majority of the teacher trainees believed that they updated content of their subject areas through the internet. It also emerged that majority of the teacher-trainees believed that ICT had positive effect on the quality of teaching and learning. Majority of the teacher trainees believed that ICT could enhance students' participation and feedback to teacher. Teacher-trainees occasionally used ICT applications during learning process. It was therefore concluded that teacher trainees needed basic skills in computer applications and that computer equipments be availed to all students for use in teaching and learning process. It was recommended that ICT be integrated into teacher education programmes to ensure adequate preparedness for classroom instruction.

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Section: Findings and Discussion Teacher-trainee Planning Process Of mentioning

confidence: 54%

Teacher-Trainee Preparedness on Integration of ICT for Instruction in Selected Public Teacher Training Colleges in North Rift, Kenya

Kipsaina¹,

Jepchirchir²,

Boit³

2017

ASSRJ

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“…Data collection was done through semi-structured interviews because course design is a purposeful activity that involves making deliberate choices of content and instructional strategies to achieve specific curricular outcomes based on the designer's understanding of the learning context, including the nature of the subject matter, the type of learner, and the resources and tools available (Goodyear, 2009); and especially in courses designed by faculty members working alone or independently (instead of in course teams), course design is influenced by the teacher-designer's personal constructs, which consist of personal experiences of learning, including those shaped by culture, gender, and ethnicity; personal views of what makes for 'good' teaching; and beliefs about the purposes of the subject (Leach & Moon, 2000;Banks, Leach, & Moon, 2005). The intentions and personal constructs that influence design are best accessed by asking the designer directly what he/she intended to do or achieve, and why.…”

Section: Introductionmentioning

confidence: 99%

A framework for developing competencies in open and distance e-learning

Arinto

2013

IRRODL

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Many open universities and distance education institutions have shifted from a predominantly print-based mode of delivery to an online mode characterised by the use of virtual learning environments and various web technologies. This paper describes the impact of the shift to open and distance e-learning (ODeL), as this trend might be called, on the course design practices of faculty members at a small single-mode distance education university in the Philippines. Specifically, the paper presents and analyses the faculty's perspectives on how their course design practices have changed and issues and challenges arising from these changes. The findings suggest that faculty training programs in ODeL should aim to develop a comprehensive range of ODeL competencies in a systematic and coherent way. Based on the findings, as well as research on practitioner development in teaching effectively with technology, a framework for developing ODeL competencies among faculty is proposed. Aside from covering the four areas of change in course design practice identified in the study, the framework also specifies levels of expertise (basic, intermediate, and advanced), indicating degrees of complexity of the knowledge and skills required for each area at each level. All of the competencies listed for all four areas at the basic level comprise the minimum competencies for teaching an online distance education course.

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“…Pedagogy can be defined as the art of teaching and refers to strategies, methods, and styles of instruction [1]. It consists of behaviours or activities designed to impart knowledge in the process of teaching and learning [2].…”

Section: Pedagogymentioning

confidence: 99%

A competence-based system for recommending study materials from the Web (CBSR)

Nitchot

Gilbert

Wills

2010

2010 9th International Conference on Information Technology Based Higher Education and Training (ITHET)

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Abstract-A pedagogically-informed approach to the design of an e-learning system is important since an effective learning system requires teaching activities that match the students' learning requirements. Currently some e-learning systems are based on adaptive educational hypermedia. User modelling is one of the components of adaptive hypermedia. However, currently designed user models are inconsistent in estimating learner's knowledge level, are not pedagogically designed, and do not satisfactorily incorporate the achieved learning of the learner. The paper proposes a competency-based system for recommending study materials from the Web to learners (CBSR), and explores the benefits of a competency model for an improved pedagogical approach to e-learning and a more consistent profile of learners' competences which can persist though their learning life. A competences structure is represented as a directed acyclic graph (DAG), and the paper considers the processing of a competence structure to identify learners' existing/desired competences and provide appropriate study materials from the Web.

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Pedagogy, information and communications technology and teachers' professional knowledge

Cited by 46 publications

References 13 publications

Teacher-Trainee Preparedness on Integration of ICT for Instruction in Selected Public Teacher Training Colleges in North Rift, Kenya

Teacher-Trainee Preparedness on Integration of ICT for Instruction in Selected Public Teacher Training Colleges in North Rift, Kenya

A framework for developing competencies in open and distance e-learning

A competence-based system for recommending study materials from the Web (CBSR)

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