Which factors obstruct or stimulate teacher educators to use ICT innovatively?

Drent, Marjolein; Meelissen, Martina R.M.

doi:10.1016/j.compedu.2007.05.001

Cited by 450 publications

(349 citation statements)

References 15 publications

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“…With the use of iPad, there were more interactions between the teacher and students, and students seemed to be more focused during the lectures. According to the researches, the visual effects provided by the ICT really help the increase in students' learning motivation [12], [13]. The results of this paper were corresponded with these previous researches.…”

Section: Discussionsupporting

confidence: 77%

“…In addition, the use of computers in language teaching also guarantees to develop students' cooperation skill, communication skill, problem-solving skill and life-long learning ability [12]. In the past, English teaching in Taiwan focused on grammar and neglected to teach English listening and speaking skills.…”

Section: A Computer-assisted Language Learningmentioning

confidence: 99%

“…Using ICT in the classroom is a new method of teaching technique which provides more interaction, and makes students' learning more effectively [12]. During the teaching activities, the ICT have been applied to various aspects of pedagogies.…”

Section: A Computer-assisted Language Learningmentioning

confidence: 99%

“…During the teaching activities, the ICT have been applied to various aspects of pedagogies. In English teaching fields, this kind of computer-assisted language learning can support and extend English curriculum goals which make students engage in meaningful English learning activities, enhance their English communication skills and increase their reading and writing abilities [12], [13].…”

Section: A Computer-assisted Language Learningmentioning

confidence: 99%

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Using iPad to Facilitate English Vocabulary Learning

Wang¹,

Teng²,

Chen³

2015

IJIET

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Abstract-With the development of new technologies, such as Web pages, Apps or social network, the language learning environment seems to be more multiple and interesting. The aim of this paper is to use iPad App in a Taiwanese classroom to help students' English vocabulary acquisition. During the 18-week lecture, the instructor chose two freshman English classes with a total of 74 students in a private university in Taiwan to be the research subjects. The classes were divided into 2 groups, that is, the experimental group and the control group. In the experimental group, the instructor used iPad "Learn British English WordPower App" to teach English vocabulary while the instructor used the traditional semantic-map method to teach English vocabulary in the control group. The vocabulary teaching lasted about 15 minutes each time, and students under the iPad instruction were able to see the words, word pictures and example sentences through the classroom projector. Besides, class one was asked to fill out the questionnaire to understand students' attitude toward iPad App teaching in the classroom. The results showed that at the end of the semester, students who received the iPad vocabulary teaching instruction performed better on the post-test. Also, the survey found out that students agreed on using technologies in the classroom can help language learning. That is, using iPad Apps in language teaching can not only enhances students' learning outcomes, but also increases students' learning motivation.

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Section: Discussionsupporting

confidence: 77%

Section: A Computer-assisted Language Learningmentioning

confidence: 99%

Section: A Computer-assisted Language Learningmentioning

confidence: 99%

Section: A Computer-assisted Language Learningmentioning

confidence: 99%

See 2 more Smart Citations

Using iPad to Facilitate English Vocabulary Learning

Wang¹,

Teng²,

Chen³

2015

IJIET

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“…Without such integrated approaches, Polly et al (2010) predict that the competencies pre-service teachers gain are likely to remain isolated and unexploited. Practical experiences worldwide have corroborated the potential of such integrated approaches as well as the difficulties associated with their implementation (Drent & Meelissen, 2008;Mouza et al, 2014).…”

Section: Teacher Education and Technology Usementioning

confidence: 90%

Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement

Tondeur

Braak

Siddiq

et al. 2016

Computers & Education

214

120

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The main objective of this study is to develop a self-report instrument to measure preservice teachers' perceptions of the extent to which they experience the necessary support and training in order to integrate technology into classroom activities. The questionnaire items of this instrument were drawn up on the basis of a synthesis of 19 qualitative studies (Authors et al., 2012) and were reviewed by experts in the field. In order to study its reliability and aspects of validity, data were collected and analysed consisting of a sample of 688 pre-service teachers in Flanders (Belgium). The resulting scale showed highly satisfactory psychometric properties. Item response theory revealed a good fit of the measurement to a Rating Scale Model for 22 out of 24 items. The results also indicate that the items differ in their degree of difficulty. It seems that helping pre-service teachers to design ICT-rich lessons and providing adequate feedback can be considered more challenging for teacher training institutions.Recommendations are given regarding how the new scale can be useful for both teacher training institutions and schools in developing approaches to equip pre-service teachers with the competencies needed to integrate technology in teaching and learning processes.

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In the Eyes of the Media: Discourse of an ICT4D Project in a Developing Country

Chigona

Mooketsi

2011

E J Info Sys Dev Countries

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Media discourse is one way in which social reality is shaped. The media has the power to influence public perceptions on ideologies and innovations and hence their adoption and success. It is, therefore, of academic interest to understand media discourse on Information Technological innovations, especially those which are affected and affect the public. This paper analyses the media discourse on ICT for Development ICT4D projects in developing countries. The study uses as a case the media discourse of the Khanya Project -a flagship ICT for education project in South Africa. Using the Habermasian Theory of Communicative Action as a theoretical lens, the study notes that the media discourse on the project is fraught with distortions. The findings substantiate previous research on media discourse that found that media discourse pushes propaganda to the effect that technological uptake and adoption is crucial and inevitable. The paper further explores the potential causes of the distortions. The findings of this study could form part of the recommendations for agencies responsible for implementing Information and Communication Technology (ICT) projects for education.

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Which factors obstruct or stimulate teacher educators to use ICT innovatively?

Cited by 450 publications

References 15 publications

Using iPad to Facilitate English Vocabulary Learning

Using iPad to Facilitate English Vocabulary Learning

Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement

In the Eyes of the Media: Discourse of an ICT4D Project in a Developing Country

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