Training with ICT for ICT from the trainee’s perspective. A local ICT teacher training experience

Kalogiannakis, Michail

doi:10.1007/s10639-008-9079-3

Cited by 99 publications

(65 citation statements)

References 15 publications

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“…Findings of existing research Ertmer et al, 2012;Kalogiannakis, 2008) confirmed that there is a relationship between teachers' readiness to use technology and years of teaching experience. However, the literature reveals unclear and contradictory results.…”

Section: Factors Affect Teachers' Readiness To Adopt Technologymentioning

confidence: 77%

Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools

Al-Awidi

Aldhafeeri

2017

JITE:Research

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Aim/Purpose: The goal of this study was to investigate how Kuwaiti teachers perceive their own readiness to implement digital curriculum in public schools, and the factors that affect Kuwaiti teachers’ readiness to implement digital curriculum from their perspectives. Background: In order to shift from the traditional instructional materials to digital and more innovative resources, teachers have to be prepared for the transformational curriculum. Teachers need to acquire all the technical and pedagogical skills that enable them to integrate digital technology effectively and efficiently into the school curriculum. Methodology : Using a mixed-method research methodology, a random sample of 532 teachers participated in an online survey to determine the level of their readiness. In addition, semi-structured interviews were conducted with a sub sample of the participants (21) to explore the factors that affect their readiness. The researchers developed and implemented a technology readiness survey in two domains (technical and pedagogical). Contribution: The study demonstrated that Kuwaiti teachers were not highly ready to im-plement the digital curriculum, and some issues should be considered to ensure the digital curriculum is effectively implemented. Findings Teachers are moderately ready for implementation of the digital curriculum in both components of readiness (technical and pedagogical). Teachers identified some factors that that hinder their readiness. These factors are related to time constraints, knowledge and skills, infrastructure, and technical support. Recommendations for Practitioners: This paper will guide curriculum decision makers to find the best ways to help and support teachers to effectively implement the digital. Future Research: Follow up studies may examine the effectiveness of teacher education pro-grams in preparing students teachers to implement the digital curriculum, and the role of education decision makers in facilitating the implementation of the digital curriculum.

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Section: Factors Affect Teachers' Readiness To Adopt Technologymentioning

confidence: 77%

Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools

Al-Awidi

Aldhafeeri

2017

JITE:Research

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“…To illustrate, in a study of innovative ICT usage in secondary schools in the UK, three key themes emerged: in addition to the need to incorporate new pedagogies when using new technologies and the use of these innovations for school public relations, the study highlighted the changing roles of teachers (Pearson & Naylor 2006). The changing roles of teachers were a factor in teachers expressing the need for in-service training programs concerning the pedagogical use of ICT in class practice in a recent Greek case study (Kalogiannakis 2010). According to additional research literature, introducing ICT for educational purposes requires balance between vision for ICT use and other aspects of educational activity (Vanderlinde, Aesaert & Van Braak 2014).…”

Section: 1mentioning

confidence: 99%

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice

et al. 2015

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Abstract:Teachers in the 21st century are facing new challenges as a result of the expanding possibilities of ICT integration in every aspect of the school milieu. Studies have shown the potential of teacher professional development (TPD) that is tailored to local conditions as well as global components and takes advantage of mutual support among teachers, as well as modeling of effective practices. The goal of the paper is to consider the issue of TPD with reference to the usage of ICT as a lever for educational change in a systemic manner, based on the application of local as well as international research. This paper will synthesize some key issues and challenges for TPD in the ICT-saturated 21st century, illustrated in four cases presented herein, which synthesize elements of practice and theory. Based on the literature and the four case studies, we suggest a conceptual model for identifying and evaluating TPD practices using ICT as a lever for educational change and innovation, accompanied by research aimed to develop TPD models. We include suggestions for more effectively linking research to practice and will lay out possible research directions, as a means of facilitating evidence-based decisions and policies.

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“…However, studies show that there is a gap between the courses that preschool teacher candidates took about ICT in university education and the expected level of ICT use in preschool education environments (Kalogiannakis, 2010). Basic computer skills underlie the ICT literacy, but this isn't enough for the preschool teachers to insert them in ICT educational processes (Wetzel, Wilhelm & Williams, 2004).…”

Section: Technology In Preschool Education By Preschool Teachersmentioning

confidence: 99%

“…Teaching profession also requires the development of a pedagogical role by not only being limited to teaching a new course. Teachers are required to change their pedagogical role if they want to use new methods and technologies (Kalogiannakis, 2010). Information and communication technologies (ICT) are the leading technologies that will cause to this change.…”

Section: Introductionmentioning

confidence: 99%

Attitudes of Preschool Teachers towards Using Information and Communication Technologies (ICT)

Konca

Özel

Zelyurt

2015

IJRES

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The aim of the study is to determine the attitudes of preschool teachers towards using technological tools and to analyze it in terms of different variables. The research was conducted based on descriptive study model. Working group was consisted of 103 teachers working at kindergartens in city center of Kırsehir and Malatya in the fall semester of 2014-2015 academic years. A personal information form created by researchers and "The Scale of Attitudes towards Using Technological Tools in Preschool Education "developed by Kol (2012) were used to collect data. Frequency, percentage, mean and standard deviation were used in order to analyze the data T-test for independent samples and one-way variance analysis were used in order to determine the relationships between variables. As a result of the study, the teachers showed a very positive attitude towards using technological tools. It was found out that preschool education graduate teachers showed a more positive attitudes towards using technological tools as comparing with the distance education graduate preschool teachers.

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Training with ICT for ICT from the trainee’s perspective. A local ICT teacher training experience

Cited by 99 publications

References 15 publications

Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools

Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice

Attitudes of Preschool Teachers towards Using Information and Communication Technologies (ICT)

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