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Learning to Teach, Teaching to Learn: How Post Graduate Students on Initial Teacher Training Courses Develop their Information Technology Skills
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, , Sheffield Hallam University

Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper examines, from a contructivist perspective, the ways in which student teachers seek to improve their Information and Communications Technology (ICT) skills in order to gain Qualified Teacher Status (QTS). All trainee teachers in England and Wales have to meet nationally agreed standards of competence in the use of ICT in order to gain QTS. These standards (DfEE 1998) cover a wide range of skills and include both personal skills and the application of ICT within a school and classroom setting. The research examines the sets of conditions which prove most enabling for students integrating technology into their teaching and the implications for future course design in teacher training. The education system in England and Wales draws a distinction between IT, the study of information technology as a subject, and ICT, the application of these technologies to teaching and learning situations in all areas of the curriculum. In this paper, we will use IT for all aspects, except when quoting papers that make specific reference to ICT.

Citation

Chatterton, J. & Monteith, M. (2000). Learning to Teach, Teaching to Learn: How Post Graduate Students on Initial Teacher Training Courses Develop their Information Technology Skills. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 748-753). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved January 23, 2020 from .

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