Positioning the technologies curriculum: a snapshot of Australian initial teacher education programs

Blannin, Joanne; Redmond, Petrea; McLeod, Amber; Mayne, Fiona

doi:10.1007/s13384-021-00473-5

Cited by 5 publications

(3 citation statements)

References 20 publications

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“…The research question posed for this study was the following: To what extent does a self-audit survey assess and modify PSTs' confidence to apply their TPACK in specific categories of technologies? The research question is grounded in the necessity that PSTs are confident in their ability to meet the requirements and standards of their profession (AITSL, 2018;Blannin et al, 2021). The self-audit pre-course responses revealed that before the course intervention, the PSTs' TPACK confidence level was generally lower across all categories (Tables 5 and 6).…”

Section: Discussionmentioning

confidence: 99%

“…A critical proficiency for teachers internationally is the ability to integrate effective technology practices in the classroom (Crompton & Sykora, 2021;Kayaalp et al, 2022;Thohir et al, 2022;Xianhan et al, 2022). When preservice teachers (PSTs) graduate from an initial teacher education (ITE) programme, it is essential they are confident in their ability to meet the requirements and standards of their profession (Australian Institute for Teaching and School Leadership [AITSL], 2018; Blannin et al, 2021). In response, the United Nations Educational, Scientific and Cultural Organisation (UNESCO) developed the ICT Competency Framework for Teachers (ICT-CFT) (UNESCO, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Assessing primary school preservice teachers’ confidence to apply their TPACK in specific categories of technologies using a self-audit survey

Martin,

Carey,

McMaster

et al. 2024

Aust. Educ. Res.

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Internationally, university teacher educators have acted on the requirement that practising teachers need to be operational users of technologies. In response, coursework has been restructured to develop preservice teachers’ (PSTs) use and application of educational technologies for teaching and learning purposes. This paper presents the development and use of a self-audit survey designed to guide primary school PSTs’ self-directed learning and assessments in 10 specific categories of technologies, and to improve their confidence to apply their knowledge. The survey was administered to 296 PSTs in a pre- and post-course design and validated post hoc with Rasch analysis. Pre- and post-course comparison of responses showed significant increases in the PSTs’ self-assessed confidence in their abilities across all ability categories with medium to large effect sizes (r = .42–.82). The survey had utility, providing each PST with a customised report with which to identify their technology learning needs; it also provided PSTs with the agency to be self-directed in their learning. The survey has the potential to provide teacher educators with fine-grained information regarding which technological pedagogical and content knowledge (TPACK) being currently taught can be adopted, adapted, or rejected to maximise PSTs’ TPACK development.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Assessing primary school preservice teachers’ confidence to apply their TPACK in specific categories of technologies using a self-audit survey

Martin,

Carey,

McMaster

et al. 2024

Aust. Educ. Res.

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“…Professor Gu Lengjia has developed the "Action Education Research" program, which focuses on research on learning content, school-based teaching and research, school-based training, and lesson examples.Professor Ye Lan believes that teachers' professionalism should be improved from the following aspects: improving teachers' professional philosophy, improving teachers' professional knowledge structure, and improving teachers' professional competence structure. The Textbook Institute of the Capital Normal University, on the other hand, has drawn on some international examples of teacher education reform, especially the practice of teacher professional development schools in the United States, to explore a new approach to teacher professional development and set up a teacher education development school in Beijing[15]. The above content of this dissertation, therefore, systematically discusses the incorporation of information technology into teacher education and explores the impact of information education on the indepth development planning of teacher education.…”

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confidence: 99%

A Forward-Looking Study on the In-Depth Development Planning of Information Technology into Teacher Education

Zhang

2022

Journal of Sensors

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Teacher professional education development is actually another type of development that crosses over into a category of teacher training development that encompasses two other types of teacher training—one of which is formal and the other is informal teacher training. The other approach to teacher professional development is quite different from the professional development of professional education. The focus of the professional development of teachers is a dynamic process of development in which teachers take the initiative, actively, and consciously pursue the direction of professional development of teachers. Therefore, how to observe and study the direction of teachers’ professional development from the perspective of teachers is an urgent problem that needs to be studied and solved. The professional development of teachers should be combined with their own social and teaching lives. In addition, information technology should be integrated into teachers’ daily teaching life, so that it can be used as a tool to support teachers’ professional development. Information technology has gradually become a tool and a means that teachers cannot do without in their teaching lives, so it is important to study and think about it from various aspects, such as the teaching process and teachers’ growth experiences, and to continuously study teachers’ professional development. Therefore, it is necessary to study how information technology can be used well by teachers and used by teachers to become a useful tool in teachers’ educational and teaching work from various aspects. This paper first argues that the main goal of teachers’ professional development is to gradually grow into expert teachers, while the main content of teachers’ professional development is to understand practical knowledge, and the specific tool used by teachers in teaching is the application of social software support that can support teachers’ professional development (Romanowski and Alkhateeb, 2022). This paper envisages that information technology can be integrated into the entire teaching environment and the teaching process of teachers, as a tool and a means to make the content of teachers’ teaching more concise and clear. Through the use of information technology and other tools, teachers can gradually identify what they need to improve and add to their teaching process, lay the foundation for their future development, and pave the way to become better teachers with a clearer plan for their future development.

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The development and validation of a self-audit survey instrument that evaluates preservice teachers’ confidence to use technologies to support student learning

Carey,

Martin,

McMaster

2024

International Journal of Research & Method in Education

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Positioning the technologies curriculum: a snapshot of Australian initial teacher education programs

Cited by 5 publications

References 20 publications

Assessing primary school preservice teachers’ confidence to apply their TPACK in specific categories of technologies using a self-audit survey

Assessing primary school preservice teachers’ confidence to apply their TPACK in specific categories of technologies using a self-audit survey

A Forward-Looking Study on the In-Depth Development Planning of Information Technology into Teacher Education

The development and validation of a self-audit survey instrument that evaluates preservice teachers’ confidence to use technologies to support student learning

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