ICT in Initial Teacher Training: Research Review

Abstract

This research review reports on articles presenting empirical research in the area of how teacher-training institutions work on preparing future teachers for the integration of information and communication technologies (ICT) in their future classrooms. It was conducted mainly in English and French and covers research in 11 OECD-countries during the years 2002–2009. The research is unanimous, even if it is not comprehensive, and it shows that ICT is not used regularly or systematically in the countries reviewed. There are good examples, carried out by enthusiastic teacher trainers, but only a minority of the student teachers benefit from this. Very few articles report innovative use of recent technology. Most of the research reports on the use of computers and traditional computer software. Overall, student teachers do not integrate technology into their teaching. A number of reasons for this are identified. The overall picture is that implementation is necessary at all levels (macro, meso, micro) for a successful outcome, but research also gives examples of how problems can be overcome at a micro-level, which is the level of the actors' pedagogical practice. Enthusiasts do seem to have room for maneuver, but the lack of incentives makes it difficult to involve everyone. Ce document de travail s’intéresse aux études empiriques relatives à la manière dont les institutions de formation préparent les étudiants-enseignants à intégrer les technologies de l’information et de la communication (TIC) dans leurs pratiques pédagogiques. Elle a été conduite en anglais et en français. Elle couvre la période 2002-2009 et onze pays de l’OCDE y sont représentés. Les recherches sont unanimes. Elles montrent que les TIC ne sont pas utilisées régulièrement ou systématiquement dans les pays passés en revue. Bien qu’elles présentent de bonnes pratiques de la part des formateurs, seulement une minorité des étudiants-enseignants en bénéficie. Peu d’articles font référence à une pratique innovante des technologies « nouvelles » (au sens de récentes). La majeure partie des recherches se réfère à l’utilisation de l’ordinateur ou de logiciels traditionnels. Le tableau qui est dépeint montre que les étudiants-enseignants n’intègrent pas les technologies dans leurs pratiques pédagogiques. Un certain nombre de raisons sont identifiées et présentées. D’une manière générale, un déploiement à tous les niveaux (macro, méso, micro) est nécessaire pour un réel succès. Cependant, les recherches mettent également en évidence des manières de surmonter les difficultés au niveau micro (celui des pratiques pédagogiques des acteurs). Ainsi, si les pionniers semblent avoir une marge de manœuvre, le manque d’incitations constitue un frein à l’intégration des technologies dans les pratiques pédagogiques.

Trends in Digital Pedagogies: Implications for South African Universities Expanding through Hybrid Online Education

“…The above exposition of recommendations is in line with the following conditions for hybrid learning adopted by an American study among student teachers who were part of a programme preparing teachers to use technology: shared vision, access; skilled lecturers; professional development; technical assistance; content standards and curriculum resources; student-centred teaching; assessment; community support; and support policies (Enochsson & Rizza, 2009). …”

“…The limited use of technology for teaching and learning is often due to lecturers' lack of knowledge in the use of learning technology per se, as well as uncertainties on how to use it within their own subject areas (Enochsson & Rizza, 2009). Technical competencies are however not a guarantee for the effective use of ICT.…”

“…Noble (2002, in Smith & Jeffery, 2013 warns that these heightened surveillance measurements may result in the loss of autonomy and increased scrutiny, thus creating conditions leading to a rise in self-censorship and a potential loss of academic freedom. Vogel (2010), Tshuma (2012), as well as Enochsson and Rizza (2009) note that most research highlights the demand of technology on lecturers' time. Time can be consumed by a lack of skills, a lack of interoperation ability between institutional systems, as well as the increased interaction required by, among other things, online discussions, especially when used as a supplementary activity (Smith & Jeffery, 2013;Vogel, 2010).…”

“…Attwell and Hughes (2010), as well as Arbaugh (2000, in Frieman & Deek, 2003 highlight the need for lecturers to stay current in their skills to integrate advances in technology into their virtual classrooms, together with the challenge for lecturers to create methods to develop modules/courses that meet the needs of both the subject matter and the medium. To build digital literacy among lecturers, group workshops and demonstrations in digital tools is crucial (Damoese, 2003;Enochsson & Rizza, 2009;Vogel, 2010). Vogel (2010:41) has found that academics' fear for a loss of professional identity is an important barrier for change.…”

Examining the Impact of Instructional Technology and Material Design Courses on Technopedagogical Education Competency Acquisition According to Different Variables

“…With this being said however, several studies (Enochsson & Rizza, 2009;McKenney & Voogt, 2017;Tondeur, Pareja Roblin, Braak, Fisser, & Voogt, 2013) have revealed that preservice teachers do not feel ready to use instructional technology. It has further been observed that educational institutions do not have sufficient technological resources during the preservice teacher training process and that application examples, role models, and motivation for the effective use of technology is lacking (McKenney & Voogt, 2017).…”