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Pre-Service Teachers’ Experience with ICT Integration in Secondary Schools: A Case Study of One New Zealand Context.
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, , , University of Canterbury, New Zealand

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This research focuses on the field experience of secondary pre-service students, and examines the development of the trainee teachers’ information and communication skills (ICT) asking ‘do pre-service teachers use their field experience to develop their potential to integrate ICT in schools?” This work-in-progress, case study in New Zealand, seeks to identify how pre-service teachers develop their ICT knowledge and to examine to what extent this knowledge is put to use and developed during field experience. Using Mishra and Kohler’s TPACK model as a theoretical base, students’ understanding of the links between pedagogy, content and technology were examined before, during and after the field experience. Preliminary results indicate that pre-service teachers do use their field experience to further develop knowledge and skills around the integration of ICT into their teaching, indicating the development of TPACK concepts understanding to effectively integrate ICT as an important part of becoming a full-fledged teacher.

Citation

Nordin, H., Morrow, D. & Davis, N. (2011). Pre-Service Teachers’ Experience with ICT Integration in Secondary Schools: A Case Study of One New Zealand Context. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 3915-3920). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .

Keywords

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Cited By

  1. A Case Study of ICT Integration during Field Experience in Malaysian Secondary School.

    Hasniza Nordin, Donna Morrow & Niki Davis, University of Canterbury, New Zealand

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4275–4280

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