Preparing pre-service teachers for instructional innovation with ICT via co-design practice

Abstract

Information and communications technology (ICT) is rapidly changing how we teach and how we learn. ICT can not only act as a teaching and learning aid but also reshape the delivery of instruction and bring about changes in education. Research has largely examined the effects of teacher education programs on their knowledge, attitudes, and beliefs of technology integration and relatively little attention has been paid to their ability to use ICT to innovate instruction. This study examined how pre-teachers engaged in co-design via Google Slides, and how their behavioural characteristics influenced their improvement of instructional innovation with ICT of lesson design. The results of correlation and step regression analyses and lag sequential analysis showed that behaviours of engagement into individual ideation and within-group ideation in co-design activities positively related to the pre-service teachers’ innovations of lesson designs (i.e., usefulness and originality). The clarification type and positive affection type of peer feedback negatively related and predicted their innovations, and the worst-performed group tended to directly copy information from peer feedback. The implications of how pre-service teachers engaging in co-design activities affect their instructional innovations with ICT are discussed. Implications for practice or policy Co-design activities are helpful for instructional innovation for pre-service teachers. Pre-service teachers are encouraged to engage in individual ideation, group ideation, and peer feedback during co-design activities.

University teachers’ well-being in ICT-enhanced teaching: The roles of teacher self-efficacy and teaching support

“…A systematic review of 98 studies on teacher well-being has identified work-related key factors that contribute to teacher well-being, including work-related individual factors, like feelings of competence or efficacy and work-related contextual factors, such as collegial support, support for autonomy and supportive work environment (Hascher & Waber, 2021). However, in the context of ICT-related research on teachers, there has been a predominant focus on examining the impact of ICT on instructional practices and student learning outcomes (Chen et al, 2022;Passey, 2021;Wu et al, 2021). Limited understanding exists regarding the complex interplay of individual and contextual factors concerning the multidimensional nature of teacher well-being in ICT-enhanced teaching, particularly within the online teaching context necessitated by the pandemic.…”

“…Additionally, teacher self-efficacy serves as a mediator in the relationships between work-related factors and teacher well-being (Bakker & Demerouti, 2017;Han et al, 2020). Although there is extensive knowledge on the impact of ICT on instructional practices and student learning outcomes (Chen et al, 2022;Passey, 2021;Wu et al, 2021), few studies have examined the intricate interplay of individual and contextual factors for university teachers' well-being in ICTenhanced teaching, particularly online teaching during the pandemic in non-Western contexts.…”

“…Information and communication technology (ICT) has been widely adopted by higher education institutions worldwide as a catalyst for enhancing knowledge acquisition, productivity and education quality (Fahadi & Khan, 2022;Moreira-Fontán et al, 2019;Schettino et al, 2022). Through its integration into educational practices with various technologies, ICT has rapidly transformed the delivery of courses and brought about significant changes to both student learning and teacher instruction (Bedenlier et al, 2020;Chen et al, 2022;Zhang et al, 2023). These technologies can be applied in traditional face-to-face classrooms, blended teaching or online teaching (Khalid et al, 2023;Khan & Markauskaite, 2017).…”

Pre-Service Teachers’ Instructional Innovation Capabilities: A Many-Faceted Rasch Model Analysis

“…In summary, the goal of enhancing pre-service teachers’ instructional innovation capabilities has been promoted and supported by both educational policies and researchers. This has brought new challenges and development opportunities to teacher education in normal colleges and universities, and the fostering of pre-service teachers’ instructional innovation capabilities has become a subject worthy of attention (Chen et al, 2022; Zhang, 2022).…”