Walk the talk: Immersing pre-service teachers in the learning of ICT tools for knowledge creation

Abstract

<span>This paper traces the evolution of the design framework for the use of technology in a teacher education program in a Singaporean university. This course focuses on developing student teachers' capacity for the use of ICT in teaching and learning. We report our two-level reflection: one that focuses on the trajectory of the course design, and one that reflects on the university faculty's pedagogical practices when conducting this course. The goal of this course in the last decade has transformed from a focus on technology skills to pedagogical and knowledge creation. The current goal of the course is to develop student teachers' pervasive use of technology tools to collaborate, design, reflect and think critically. The challenge for the faculty in a teacher education higher learning institute is to design a course that would present opportunities for student teachers to experience the technology tools as learners themselves so as to become teachers who will be doyens in designing technology tool integrated learning. We contend that the experiences of technology tools help to deepen the student teachers' knowledge about technology integration. As student teachers experience technology tools in tandem with theory, the immersive experience may translate into designing apt technology-integrated lessons for their learners.</span>

Practicum teachers’ use of mobile technology as measured by the technology acceptance model

“…In 2017, Singaporeans spent an average of seven hours on the internet daily-ranking 13th globally-with 95% of the active internet users using mobile devices to access the internet (We Are Social, 2018). The rapid evolution and spread of mobile technology over the past decade has led to the [country withheld] Ministry of Education (MOE) and [institute withheld] jointly creating a multitude of technological, pedagogical and content-driven resources to supplement and revamp classroom learning (Divaharan, Lim & Tan, 2011;Jung, 2005;Looi, Hung, Bopry, & Koh, 2004). As the integration of technology has often been considered a crucial factor in the improvement of teaching and learning, one of the local initiatives include the construction of Information and Communications Technology (ICT) facilities in school to support teachers.…”

Practicum as Nexus: Using student voice to improve digital pedagogy within ITE

“…Typically, ITE has relied on a traditional definition that emphasised what Smith and Greene (2013) describe as a "drill and skill programs" (p. 123) in the use of specific technology with a learner-centric emphasis. This leads to the inclusion of singular technology skills based courses, often modelled by a select number of coursework educators, focused on learning digital skills but not engaging shifts in pedagogical thinking (Divaharan, Lim, & Tan, 2011;Kay, 2010;Lei, 2009;Smith & Greene, 2013, Zogheib, 2015. The emphasis in this approach is on being a competent user of singular digital technologies or skills rather than being able to effectively engage and integrate as part of their teaching practice (Chen & Zhan, 2012;So & Kim, 2009;Yeung, Lim, Tay, Laim-Chiang, & Hui, 2012).…”

What are the significant factors that have influenced the adoption of Moodle by staff in a Maori tertiary institution?

“…Like any e-Learning technology, it tends to create studentcentric environments with collaborative strategies used to engage both the student and teacher. Hannon (2009) Divaharan et al (2011) said that this ICT learning experience "can be categorized in three broad spectrums", as outlined in Figure 51 below: …”