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Using Video Feedback and Annotations to Develop ICT Competency in Pre-Service Teacher Education
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Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE-APERA 2012) World Education Research Association (WERA) Focal Meeting, ISSN 1324-9320

Abstract

This paper presents the findings of a study that focused on developing Information and Communication Technologies (ICT) competency in pre-service teacher education Units of Study. The study adopted a collaborative-learn-technology-by-design conceptual framework. One-hundred and twenty pre-service teachers participated in the semester-long study. The study involved students in Science Education and ICT in Education Units of Study. Data sources included annotated video feedback, reflective journals and pre- and post-tests. Initial findings demonstrate that the design process deepened the pre-service teachers' understandings of the affordances of Internet technology and that pre-service teachers increased their technological, pedagogical and content knowledge at the end of the semester. [This research was funded by the Faculty of Education and Social Work, University of Sydney, New South Wales, Australia.] (Contains 3 figures.)

Citation

Anderson, K., Kennedy-Clark, S. & Galstaun, V. (2012). Using Video Feedback and Annotations to Develop ICT Competency in Pre-Service Teacher Education. Presented at Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE-APERA 2012) World Education Research Association (WERA) Focal Meeting 2012. Retrieved October 22, 2019 from .

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