Common needs and different agendas: How trainee teachers make progress in their ability to use ICT in subject teaching. Some lessons from the UK
ARTICLE
Terry Anthony Haydn, Roy Barton
Computers & Education Volume 49, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
The paper reports on the outcomes of a British Educational Communications and Technology Agency (BECTa) funded study which explored the views of teacher trainees and their mentors in two different school subjects on what strategies, interventions and resources had a positive impact on their ability to use ICT effectively in their subject teaching.The research aimed to explore both commonalities in trainees’ views of which strategies and interventions had a positive influence on their ability to use ICT effectively in subject teaching, and subject discipline dimensions of ICT use, i.e. the ways in which training needs might vary between trainees in different school subjects.The study focused on the views of two successive cohorts of science and history trainees (133 trainees in all), and 21 of their supervising mentors. The outcomes showed that some important determinants of progression in the ability to deploy ICT confidently and effectively in subject teaching were common to both subject groups, but that there were differing views on which ICT applications offered most potential for enhancing teaching and learning in their subject and differences in their preferred priorities for investment in ICT. The study also revealed that trainees felt that many of the experiences and resources which they had encountered in the course of their training had not been helpful.A follow up survey was undertaken of 114 trainees across six subject areas to further explore some of the findings from the initial survey. The concluding section of the paper suggests ways in which trainee teachers might be prepared more effectively for using ICT in their subject teaching.
Citation
Haydn, T.A. & Barton, R. (2007). Common needs and different agendas: How trainee teachers make progress in their ability to use ICT in subject teaching. Some lessons from the UK. Computers & Education, 49(4), 1018-1036. Elsevier Ltd. Retrieved August 6, 2024 from https://www.learntechlib.org/p/66975/.
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Keywords
- Applications in subject areas
- Computer Uses in Education
- Cooperating Teachers
- Cooperative/collaborative learning
- Country specific developments
- educational technology
- Elementary Secondary Education
- Foreign Countries
- higher education
- History Instruction
- information technology
- Intellectual Disciplines
- Knowledge Base for Teaching
- Mentors
- Pedagogical Content Knowledge
- preservice teacher education
- preservice teachers
- Science Instruction
- teacher attitudes
- teacher education
- Teacher Education Curriculum
- Teacher Surveys
- Teaching/Learning Strategies
- technology integration
- Telecommunications
Cited By
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Pre- and inservice teacher satisfaction with online collaborative mentoring for technology integration: Applying the Kano quality attributes
Helga Dorner & Swapna Kumar
Online Learning Journal Vol. 21, No. 4 (Dec 01, 2017)
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eLearning and Initial Teacher Education Programs: Insights from the Teaching Teachers for the Future Project
Glenn Finger, Griffith University, Australia; Romina Jamieson-Proctor, University of Southern Queensland, Australia; Peter Grimbeek, Independent Consultant, Australia
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1882–1891
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Pre-service Teachers and Technology: Authentic Activities in a Cognitive Apprenticeship Framework
Sharon Gan & Young Jin Lee, University of Kansas, United States
EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 2124–2133
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