The changing picture of IT experience in post‐graduate teacher training

Abstract

The level and kind of Information Technology (IT) experience which our Postgraduate Certificate of Education (PGCE) students bring with them when they start their training is changing rapidly. This paper compares the IT experience and perceived training needs of two cohorts of primary and secondary PGCE students two years apart, 1989/90 and 1991/92. Many of the findings of the first survey were replicated in the second: there was comparatively little use of computers outside word processing and databases, and there were significant differences between primary and secondary student teachers, and between men and women in their perceptions of their own training priorities. There was a small increase in the degree of importance attached to most training priorities but the only one found to be significantly more popular was 'teaching information technology to students'. Comparing the two cohorts, it was found that there had been large increases in the degree of exposure to IT at work and at college, and significant increases in the use of wordprocessing, spreadsheets, desk top publishing and graphics programs. Analysis of the responses of students under 25 showed that the use of computers in schools was having an increasingly important effect.

Technology refusal: Rationalising the failure of student and beginning teachers to use computers

“…However, the recent work of Mellar and Jackson (1994) suggests that this approach is problematic, demonstrating that the student-teacher population, for any one university, is likely to encompass wide variations in IT-related attitudes, expectations and experience; and that '. .…”

The Difficulties in Developing Information Technology Competencies with Student Science Teachers

“…Many of the mature students have worked in science-related posts that require high levels of IT expertise. Mellar & Jackson (1994) have made similar comments based on their longitudinal study of the IT competence of student teachers from a wide range of disciplines. Why is it then that we appear to be failing to build on this expertise and that science is still in the backwater when it comes to using IT in school?…”

The Impact of First Computer Encounters on Mathematics Teachers’ Computer Competence

“…The picture appears equally dismal when questions concerning teachers' competence are raised -recently qualified teachers seem no better prepared for the use of IT in the teaching of mathematics than teachers trained earlier. This reflects concerns raised by Mellar & Jackson (1994) who found that: "the range of applications that students have met remains very worrying . .…”

“…Several possible ways forward are proposed. One path might be for trainers to ask trainees to identify their needs and gear their courses to the responses (Mellar & Jackson, 1994) although this would necessitate acknowledgment that a beginner may not be aware of his or her particular needs. A needs identification process would also preserve the rights of those with no interest in computers to continue as they are whilst facilitating the development of those who wish to embrace change (Veen, 1993).…”

“…Emphases have changed but constant throughout has been an expectation that teachers should exploit spreadsheets, databases and, implicitly, some form of turtle geometry. However, there is evidence, both direct (Zammit, 1992;Collins, 1994;Andrews, 1995) and indirect (Monaghan, 1993;Downes, 1993;Mellar & Jackson, 1994;Byard 1995), that such expectations, both in the UK and abroad, are being inadequately met and that a significant proportion of teachers do not use computers in their teaching.…”