Journal of Information Technology for Teacher Education最新文献_第2页

Professional development with information and communications technologies: looking beyond the technology 信息和通信技术的专业发展:超越技术

Journal of Information Technology for Teacher Education Pub Date : 2002-07-01 DOI: 10.1080/14759390200200127

A. Loveless

引用次数: 0

Information and communications technology in teacher education: can a reflective portfolio enhance reflective practice? 教师教育中的信息和通信技术:反思性作品集能促进反思性实践吗?

Journal of Information Technology for Teacher Education Pub Date : 2002-07-01 DOI: 10.1080/14759390200200131

V. McNair, Despina Galanouli

{"title":"Information and communications technology in teacher education: can a reflective portfolio enhance reflective practice?","authors":"V. McNair, Despina Galanouli","doi":"10.1080/14759390200200131","DOIUrl":"https://doi.org/10.1080/14759390200200131","url":null,"abstract":"Abstract In this article we argue that the need to integrate information and communications technology (ICT) into teacher education courses goes beyond facilitating the development of student teachers' ICT skills. Such skills need to be developed in ways that will enhance students' ability to teach effectively and will also enhance pupil learning. We illustrate this need by reporting on the experience of requiring student teachers to complete a reflective ICT portfolio during their Postgraduate Certificate in Education course, which is designed for students wishing to become teachers in secondary schools. The perceptions and experiences of 110 students across seven curriculum subjects were explored, as well as the views of university tutors and placement teachers. While the reflective portfolio has many benefits, we show that when attempting to integrate ICT in teacher education there are many challenges, not least the perceptions of the tutors and the students regarding the role of ICT in teaching and learning. We show that reflective practice in the application of ICT in teaching needs to be more than an account of incidents of the use of ICT but that the presentational and communicative qualities of ICT shadow its real potential for improving the teaching and learning cycle. Rather than develop personal skills in the use of ICT, we argue that higher education institutions should develop students' ability to reflect on the use of ICT in the context of teaching in the placement schools in which they teach, so that students learn more effectively about teaching, and pupils in schools can explore new ways of learning offered by ICT","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126833136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 31

Don't ask; don't tell: a flawed approach to technology standards in higher education 不要问;不要告诉:高等教育技术标准的错误方法

Journal of Information Technology for Teacher Education Pub Date : 2002-07-01 DOI: 10.1080/14759390200200128

D. Larson, Karen M. Dutt-Doner, I. Broyles

引用次数: 5

Pre-service teachers' use of technology to create instructional materials: a school-college partnership 职前教师使用技术创造教学材料:学校与学院的合作

Journal of Information Technology for Teacher Education Pub Date : 2002-07-01 DOI: 10.1080/14759390200200133

Askin Asan

引用次数: 27

Putting the ‘C’ in ICT: using computer conferencing to foster a community of practice among student teachers 善用资讯及通讯科技:利用电脑会议，在实习教师之间建立实践社群

Journal of Information Technology for Teacher Education Pub Date : 2002-07-01 DOI: 10.1080/14759390200200130

L. Clarke

{"title":"Putting the ‘C’ in ICT: using computer conferencing to foster a community of practice among student teachers","authors":"L. Clarke","doi":"10.1080/14759390200200130","DOIUrl":"https://doi.org/10.1080/14759390200200130","url":null,"abstract":"Abstract The expansion of communications technology has created countless new possibilities for using on-line communication in many areas of education. The focus of this article is on the use of on-line conferencing by a cohort of students studying for the Postgraduate Certificate in Education at the University of Ulster in Northern Ireland. This on-line discussion was initially developed with the primary aims of fostering skills in information and communications technology, providing a venue for reflective practice and reducing the sense of isolation often felt by students when they are dispersed throughout Northern Ireland on teaching practice. Involvement with the discussions convinced the author that the conferencing was also helping to build a community of practice among student teachers. Indeed, the content of participant dialogues suggests that this is the case, with the salient elements of such communities, namely, mutual engagement, joint enterprise and shared repertoire, being readily apparent therein. There is some evidence that the conference also facilitated the process of brokering by which students shared their experiences of the communities of practice within each of their schools; this process, however, may have been limited by the ‘open’ nature of the conferences. That students found the conferencing valuable is evident from the volume and nature of the on-line dialogue, and from their enthusiasm to continue on-line discussions once in post","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122932943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 30

Adoption of information communication technology by teacher educators: one-on-one coaching 教师教育工作者对信息通信技术的采用:一对一辅导

Journal of Information Technology for Teacher Education Pub Date : 2002-03-01 DOI: 10.1080/14759390200200122

Kathryn I. Matthew, Elizabeth Stephens, Rebecca Callaway, Catherine Letendre, Kimberly Kimbell-López

{"title":"Adoption of information communication technology by teacher educators: one-on-one coaching","authors":"Kathryn I. Matthew, Elizabeth Stephens, Rebecca Callaway, Catherine Letendre, Kimberly Kimbell-López","doi":"10.1080/14759390200200122","DOIUrl":"https://doi.org/10.1080/14759390200200122","url":null,"abstract":"Abstract Research evidence suggests teacher educators who role model the use of information communication technology (ICT) in their practice help their students build confidence and competence as ICT users. This research finding is also supported by feedback from Louisiana Tech University students in teacher education. Research also indicates that a number of factors impact the adoption of ICT in the practice of teacher educators. This research has examined one of these factors, namely the benefits of one-on-one coaching for teacher educators by technology coaches as they worked together to learn to use technology. Participants included 33 teacher educators from Louisiana Tech University and 14 pre-service teachers. The pre-service teachers served as technology coaches and worked with the teacher educators in their offices and classrooms as they learned to use technology for their personal benefit and to integrate technology into their teaching. Interviews and observations indicated that coaches as well as teacher educators benefited from the relationship and both groups increased their technology competency.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120889425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 31

The art of unpacking: using flexible delivery materials for teachers preparing to learn in overseas contexts 打开包装的艺术:为准备在海外学习的教师使用灵活的交付材料

Journal of Information Technology for Teacher Education Pub Date : 2002-03-01 DOI: 10.1080/14759390200200123

L. Harbon, M. McGill

{"title":"The art of unpacking: using flexible delivery materials for teachers preparing to learn in overseas contexts","authors":"L. Harbon, M. McGill","doi":"10.1080/14759390200200123","DOIUrl":"https://doi.org/10.1080/14759390200200123","url":null,"abstract":"Abstract Teachers with direct experiences of other education systems are valuable resources and it is increasingly common for pre-service and in-service teacher education programs to provide overseas learning experiences for students (Hill et al, 1997). When involved in an overseas school experience or language and culture study, participating teachers are able to compare curriculum and pedagogical issues. Their beliefs on teaching and learning and the influence of cultural context can and do impact on curriculum implementation. This comparison can adequately be undertaken by critical reflection processes: teachers reflecting on their classroom experiences; exploring teaching and learning practices, to eventually be able to change or reframe their understandings of why they do what they do (Brookfield, 1995). Our challenge was how best to maximise such a learning experience for both undergraduate and postgraduate teachers undertaking the in-country school experience in West Sumatra during January 2001. In conjunction with a decision to provide overseas offerings in undergraduate and postgraduate programs in the Faculty of Education at the University of Tasmania, the researchers developed and implemented a CD-ROM resource package for students involved in the Indonesian in-country units of study. This package, comprising a pre-departure learning package of guided readings and webbased interaction, became a learning scaffold for the students and allowed them to maximise the in-country experience as well as organise their reflective practices. Evaluation of the planning and design stages of the project is reported, as well as issues arising from the pilot implementation of the package.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129860438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Graphic calculator use in leeds schools: fragments of practice 图形计算器在利兹学校的使用:实践片段

Journal of Information Technology for Teacher Education Pub Date : 2002-03-01 DOI: 10.1080/14759390200200125

M. Rodd, J. Monaghan

引用次数: 9

Teacher participation in computer conferencing: socio-psychological dimensions 教师参与电脑会议:社会心理维度

Journal of Information Technology for Teacher Education Pub Date : 2002-03-01 DOI: 10.1080/14759390200200121

A. Tsui, W. Ki

引用次数: 13

The role of research in the practice of teacher education: so what? 研究在教师教育实践中的作用:那又怎样?

Journal of Information Technology for Teacher Education Pub Date : 2002-03-01 DOI: 10.1080/14759390200200119

A. Loveless

引用次数: 0