Using Information and Communications Technology as a Pedagogical Tool: Who educates the educators?

Simpson, Mary; Payne, Fran; Munro, Robert; Hughes, Sheila

doi:10.1080/02607479919538

Cited by 46 publications

(32 citation statements)

References 13 publications

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“…Researchers have also argued that, ''Teachers need to be able to handle the technology with confidence'' (Preston et al, 2005, iv). Various studies have shown that a very high proportion of trainee teachers enter universities being already competent and confident ICT users (Albion, 2001;Simpson, Payne, Munro, & Hughes, 1999). For this reason, some preservice teachers' training programs take the technical capabilities to use ICT for granted or expect that less confident students will enhance their lacking capabilities outside of their formal training (Downes et al, 2001).…”

Section: The Level Of Trainee Teachers' General Ict Capabilitiesmentioning

confidence: 96%

“…These findings were consistent with the results from previous studies concerning trainee teachers' computer self-efficacy. They also showed a variance in trainee teachers' levels of ICT-related expertise (Simpson et al, 1999). A high proportion of incoming preservice teachers had been confident with basic skills using word processors, e-mail and other core ICT tools, but less confident with their abilities using databases, web production and other less common software (Albion, 2003;Francis-Pelton & Pelton, 1996;Geer et al, 1998).…”

Section: Technical Capabilitiesmentioning

confidence: 97%

“…Some studies have investigated trainee teachers' technological skills, computer self-efficacy, motivation and attitudes concerning ICT use (e.g., Jones, 2002;Kellenberger, 1996;Lumpe & Chambers, 2001). Other studies have researched technological skills, attitudes about ICT and their relationships with pedagogical readiness to use ICT (e.g., Albion, 2001Albion, , 2003Forster et al, 2005;FrancisPelton & Pelton, 1996;Iding, Crosby, & Speitel, 2002;Simpson et al, 1999;Watson, Exploring the structure of trainee teachers' ICT literacy 549 1997). A number of studies have investigated the impact of preservice training on technological self-efficacy (Ropp, 1999), attitudes about technology (Benson, Farnsworth, Bahr, Lewis, & Shaha, 2004) and other technical and/or instructional capabilities (Geer, White, & Barr, 1998;Sime & Priestley, 2005;Taylor, 2004).…”

Section: Purpose Of This Studymentioning

confidence: 97%

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Exploring the structure of trainee teachers’ ICT literacy: the main components of, and relationships between, general cognitive and technical capabilities

Markauskaitė

2007

Education Tech Research Dev

128

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There is growing concern over graduating trainee teachers' insufficient level of Information and Communication Technology (ICT) literacy. The main purpose of this research was to describe the nature of trainee teachers' ICT literacy at the beginning of preservice training: (a) to explore the structure and to identify the main components of ICT-related capabilities, and (b) to examine possible relationships between these components. Data from trainee teachers' ICT literacy self-assessment survey were examined using exploratory and confirmatory factor analysis. Two elements of ICT-related general cognitive capabilities and three elements of technical capabilities were identified, respectively: (a) problem solving, (b) communication and metacognition, (c) basic ICT capabilities, (d) analysis and production with ICT, (e) information and Internet-related capabilities. It was found that general cognitive and technical capabilities are two separate areas of ICT literacy; however basic ICT capabilities are an important component of both areas.

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Section: The Level Of Trainee Teachers' General Ict Capabilitiesmentioning

confidence: 96%

Section: Technical Capabilitiesmentioning

confidence: 97%

Section: Purpose Of This Studymentioning

confidence: 97%

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Exploring the structure of trainee teachers’ ICT literacy: the main components of, and relationships between, general cognitive and technical capabilities

Markauskaitė

2007

Education Tech Research Dev

128

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“…This often vivid multimedia approach enriches the learning experience and can be integrated with additional material available on the Web. This type of delivery mechanism would of course be highly suited to the delivery of materials to external students (Cavanaugh, 2000;Simpson, Payne, Munro, & Hughes, 1999). Clearly, the technology has many advantages, such as cost savings, portability and the ability of the CD to act as a delivery mechanism for a large variety of file formats.…”

Section: The Emergence Of the Hybrid Modelmentioning

confidence: 99%

Higher Education Course Content: Paper-Based, Online or Hybrid Course Delivery?

Vyver¹,

Lane²

2004

IISIT

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The emergence of the Internet has made many institutions involved in the delivery of distance education programs re-evaluate the course delivery framework. A variety of models and techniques co-exist in an often uneasy alliance at many such institutions. These range from the traditional distance learning model, which remains paper-based, to the purely online model. Recently, hybrid models have emerged which apparently attempt to forge elements taken from several models into a unified whole. Many of these hybrid models seek to eliminate paper-based materials from the tuition process. While many arguments are put forward about the efficacy of purely electronic delivery mechanisms, cost containment is often the driving motivation. This study explores student perceptions of the various delivery mechanisms for distance learning materials. In particular, it seeks to determine what value students place on paper-based delivery mechanisms. The study surveys a group of undergraduate students and a group of graduate students enrolled in the Faculty of Business at a large regional Australian university.

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“…This article posits that technology integration requires a move from the traditional model of teacher presentation, student practice and student application to a learning model where students use reasoning skills to generate rich, complex, and meaningful understanding of information relevant to their future profession (Simpson, Payne, Munro, and Hughes, 1999). Students who experience this newer model come to see that teachers learn as they teach and they are more likely to interact with their own students in the same way.…”

Section: Introductionmentioning

confidence: 99%

Usability of Computers in Teaching and Learning at Tertiary-Level Institutions in Uganda

Neema-Abooki

Nakintu

2015

AJOTE

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Since a computer-enriched learning environment is positively correlated with users' attitudes towards computers in general, the rationale of this study was to investigate the extent to which computers were applied in the teaching and learning at tertiary-level institutions; specifically at the Core Primary Teachers' Colleges (PTCs). The study accordingly set out to examine this duofold ideal at Shimoni and Kibuli Core PTCs; both in Kampala District in Uganda. The specific objectives were to find out the level to which computers have been integrated in teaching and leaning at PTCs and to determine the competency of both the tutors and the students in the use of information and communication technology (ICT). Both categories served as respondents to whom a questionnaire was subjected. Findings indicated that although computers were generally being integrated in the teaching process, there was need for more guidance and support to ensure expertise of both tutors and students in the use of ICT. This article is cognizant that integration of technology requires a move from the traditional model of teacher presentation to a learning model whereby students draw information relevant to their future profession.

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Using Information and Communications Technology as a Pedagogical Tool: Who educates the educators?

Cited by 46 publications

References 13 publications

Exploring the structure of trainee teachers’ ICT literacy: the main components of, and relationships between, general cognitive and technical capabilities

Exploring the structure of trainee teachers’ ICT literacy: the main components of, and relationships between, general cognitive and technical capabilities

Higher Education Course Content: Paper-Based, Online or Hybrid Course Delivery?

Usability of Computers in Teaching and Learning at Tertiary-Level Institutions in Uganda

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