Integrating Technology in Teaching and Teacher Education: Implications for Policy and Curriculum Reform

Abstract

This paper discusses technology integration in teaching and teacher education. Emphasis is placed on policy and curriculum reform as they relate to the use of information technologies for teacher education. Particular reference is made to the situation in Cyprus public schools. It is argued that for successful technology integration, there needs to be a shift in pedagogical approaches and reform of teacher education programmes. Concluding, suggestions are provided on how information technologies can best be integrated in pre-service teacher education and in-service teacher professional development. Intégration des technologies dans l'enseignement et la formation des enseignants : quelles implication s politiques, quel impact sur la réforme curriculaire ? Dans cet article nous analyserons comment s'intègrent les technologies dans l'enseignement et la formation des enseignants et mettrons l'accent sur les conséquences de cette intégration sur les aspects politiques et sur la réforme des curricula avec une attention particulière à la situation des écoles publiques chypriotes. Nous défendons l'idée que l'intégration des TIC doit s'accompagner d'un changement profond dans nos façons d'enseigner et de concevoir les programmes de formation des enseignants. En n, le texte suggère quelques idées concernant l'intégration des TIC dans la formation initiale et continue des enseignants. Integration von Technologie im Unterricht und in der Lehrerausbildung : Auswirkung auf die Schulpolitik und die Lehrplanreform. In diesem Artikel behandeln wir die Integration von neuen Technologien im Unterricht und in der Lehrerausbildung, und heben deren Auswirkungen auf die Schulpolitik und die Lehrplanreform hervor. Wir nehmen insbesondere Bezug auf die Situation der öffentlichen Schulen auf Zypern. Eine signi kante Aenderung unserer pädagogischen Denkweise und eine Reform der Lehrerausbildung ist Voraussetzung für die erfolgreiche Integration der neuen Technologien. Abschliessend möchten wir Vorschläge vorbringen, wie Informationstechnologien in der Ausbildung und Fortbildung von Lehrkräften am besten integriert werden können.

The Relationship Between Teachers' Evaluations and Students' Learning Outcomes Using Multimedia Drills in Primary Education

“…So the present study revealed that the teachers were not able to recognise efficient multimedia learning materials. Vrasidas and McIsaac (2001) wrote that teacher education programmes play a crucial role for technology-based teaching and learning across the various disciplines. Today's teachers should be able, besides utilising other teaching skills, to utilise instructional technology, particularly computer-based technologies.…”

Exploring the Relationship Between Factors That Contribute to Interactive Engagement and Academic Performance

“…In accordance with Vrasidas and McIsaac (2001), technology is a tool that students use to construct knowledge and share their understanding of content. As a result, students' exposure to technological improvements has influenced their learning approaches and expectations on the services that should be made available to them (Hechanova & Cementina-Olpoc, 2013;Zandvleit & Fraser, 2004).…”

“…Sansone and Harackiewicz (2000) suggest a basic classification of motivation, as intrinsic or extrinsic, such that intrinsic motivation concerns active engagement with tasks that people ISSN 2330-9709 2015 find interesting and that, in turn, promote growth (Ryan & Deci, 2000). Furthermore, intrinsically motivated students construct their own meanings and understanding on the basis of their prior experiences, according to a constructivist approach (Vrasidas & McIsaac, 2001). That is, during the learning process, students compare what they are learning with what they know about a specific topic, and then decide whether to accept the new knowledge or hold fast to what they already know.…”

“…The discussions also give students opportunities to revise their comprehension of content material, which they might not previously have understood fully. The discussions initiated by lecturers produce additional activities, such as further explanations, disagreements and mutual agreements among students, which can stimulate knowledge construction (Dillenbourg, 1999;Slof, Erkens, Kirschner, Jaspers, & Janssen, 2010;Vrasidas & McIsaac, 2001). Thus, interactive engagement originates from discussions in the environment in which learning transpires.…”

The Link between Teaching Methods and Achievement in Math in Computer-Assisted Elementary Schools

“…Computer drills take place 40 minutes per week. Integrating computers into the teaching is a very important subject to which some of the teachers were introduced during their training (Vrasidas & McIsaac, 2001;Perkins, 1992). Mevarech and Rich (1985) examined student achievement in math in schools in disadvantaged areas using the Ministry of Education test from 1977.…”