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The Effects of Case-Based Learning on Early Childhood Pre-Service Teachers' Beliefs about the Pedagogical Uses of ICT
ARTICLE

Journal of Educational Media Volume 29, Number 2, ISSN 1358-1651

Abstract

The study examined the extent to which case-based learning could have an effect on pre-service teachers' beliefs about the pedagogical uses of ICT in the classroom. One hundred second year early childhood pre-service teachers enrolled in an ICT course participated in the study. Research data were collected with a questionnaire, reflection papers, course evaluations and focus interviews. The findings showed that initially the majority of pre-service teachers had negative beliefs and certain misconceptions regarding the pedagogical uses of ICT and that case-based learning effected their beliefs and conceptions. Future research studies should examine the extent to which a case-based learning approach for the teaching of ICT in pre-service teacher training can actually have an effect on appropriately integrating ICT into real classroom practices.

Citation

Angeli, C. (2004). The Effects of Case-Based Learning on Early Childhood Pre-Service Teachers' Beliefs about the Pedagogical Uses of ICT. Journal of Educational Media, 29(2), 139-151. Retrieved November 14, 2019 from .

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