Students' information and communications technology skills and their use during teacher training

Cuckle, Pat; Clarke, Stephen; Jenkins, Isobel

doi:10.1080/14759390000200072

Cited by 38 publications

(23 citation statements)

References 15 publications

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“…Some researchers investigated the influence of internal factors such as gender, experience and attitudes on ICT usage level (Butler and Sellbom 2002;Cuckle et al 2000;Hakkarainen et al 2001;Kiridis et al 2006;Tondeur et al 2007). However, the researchers paid little attention to the external factors such as school culture and support.…”

Section: Resultsmentioning

confidence: 98%

Turkish primary school teachers’ perceptions of school culture regarding ICT integration

Tezci

2011

Education Tech Research Dev

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The current study aimed at identifying Turkish primary school teachers' perceptions of school culture regarding ICT integration in education. In addition, the current study was designed to investigate factors that might influence their perceptions. The participants were 1540 primary school teachers. The findings revealed that the teachers' perceptions regarding school culture in both motivational and technical aspects were not positive. Gender, ownership of a personal computer, Internet access, professional experience, and weekly computer use seemed to play an important role in the perceived school culture regarding ICT integration in education.

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Section: Resultsmentioning

confidence: 98%

Turkish primary school teachers’ perceptions of school culture regarding ICT integration

Tezci

2011

Education Tech Research Dev

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“…Having collected the above data from teacher‐mentors, it was important to find how their skills, views and preparations might relate to student‐teachers' use of ICT during school experience. The questionnaire data (Cuckle et al, 2000) from the previous academic year's cohort of student‐teachers gave information on the extent of student‐teachers' use of ICT and their views on ICT in their subject specialities. This questionnaire data could be linked with data from teacher‐mentors to provide ‘case studies’.…”

Section: Methodsmentioning

confidence: 99%

“…The first in the series is presented briefly in order to provide a context for a second project to be described later. In the first project (Cuckle et al , 2000), a survey of the 1997–98 cohort of student‐teachers on a one year Postgraduate Certificate of Education (PGCE) course found variations in the use of ICT during school experience across a range of subjects. Fifty‐two percent of student‐teachers indicated little or no use of computers in their classroom teaching.…”

Section: Introductionmentioning

confidence: 99%

Mentoring student‐teachers in schools: views, practices and access to ICT

Cuckle

Clarke

2002

Computer Assisted Learning

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There is evidence from a number of publications that use of Information and Communications Technology (ICT) varies amongst serving and student‐teachers in different subject specialities. Teacher‐mentors are an obvious source of support during school experience; the relationship between student‐teachers' use of ICT and that of their serving teacher‐mentors is not clear. This study was part of a series of projects investigating ICT use during initial teacher training across different subject areas. Questionnaires, returned by 216 teacher‐mentors in secondary schools were analysed. The questionnaires investigated use of ICT in teaching, availability of equipment and support, views on using ICT and preparations made for student‐teachers to use ICT. In general, teacher‐mentors were competent and frequent ICT users and were often active in preparing student‐teachers' use. However, using case studies with 13 pairs of student‐teachers and their teacher‐mentors, it seems that similar preparations made by teacher‐mentors did not always result in individual student‐teachers using ICT to the same extent as peers. The possible reasons for differences were difficulties with access to computers, lack of active support and role models amongst serving teachers (including teacher‐mentors) and competing demands on student‐teachers' time. It is suggested that in order to increase the use of ICT in their teaching, student‐teachers are likely to need better access to equipment, more active support from serving teachers and encouragement to include time for ICT in their school experience.

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“…In accordance with it, the use of ICT to improve teaching and learning in schools in the United Kingdom has been clearly emphasised over the last decade (Taylor, 2004;Haydn and Barton, 2007). UK teachers have been promoted to use ICT for their teaching and to enable pupils to gain competencies in ICT within all subject fields (Cuckle ,Clarke and Jenkins, 2000).However, research on the use of ICT in UK schools points out that there has not been a considerable increase on uptake in teachers" use of new technology (Harrison et al 2002;Nichol & Watson 2003;Reynolds et al 2003;Selwyn 2003) According to Kenneth Baker (1988), initial training courses would initiate these skills of using ICT "the problem of getting teachers aware of IT will soon be phased out as all new entrants will soon have IT expertise" (as cited in Barton & Haydn,2006, p. 258). Nevertheless, there has been concern regarding the competency of student teachers" effective use of ICT in their teaching (Willis & Mehlinger, 1996).…”

Section: Introductionmentioning

confidence: 99%

“…In the late 1990s, some requirements for student teachers have been stated that they should have substantial knowledge and teaching competencies in ICT in their fields in UK secondary schools (Cuckle, Clarke and Jenkins, 2000). In other words, in order to obtain Qualified Teacher Status, they should not only have good understanding of ICT use, but also gain experiences in its use in schools and become capable of showing their use of ICT in their classrooms (Cuckle&Clarke, 2002;Sime&Priestleyw, 2005).…”

Section: Introductionmentioning

confidence: 99%

Mathematics Teachers and ICT: Factors Affecting Pre-service use in School Placements

Bozkurt

2016

IJRES

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This study examines the factors influencing student teachers" use of information and communication technology (ICT) to teach mathematics. Data collection involved questionnaire surveys and individual follow-up semistructured interviews of student teachers concerning the factors that they felt had hindered or promoted their development in the use of ICT. This study shows that this particular group of student teachers is committed to using ICT in their teaching; they are mostly confident and mostly believe in the value of ICT in mathematics teaching. However, findings indicate that the barriers inhibiting the student teachers" use relate to poor access to facilities, limited encouragement from mentors and the other teachers in mathematics department and irregular use of ICT of existing teachers in teaching, lack of links in the scheme of work, and time constraint.

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Students' information and communications technology skills and their use during teacher training

Cited by 38 publications

References 15 publications

Turkish primary school teachers’ perceptions of school culture regarding ICT integration

Turkish primary school teachers’ perceptions of school culture regarding ICT integration

Mentoring student‐teachers in schools: views, practices and access to ICT

Mathematics Teachers and ICT: Factors Affecting Pre-service use in School Placements

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