Digital Natives and Technology Literate Students: Do teachers follow their lead?
Nikleia Eteokleous, Victoria Pavlou, Frederick University, Cyprus
EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Students are extensively using the Web 2.0 tools for various reasons, however the same is not observed by the educators. The study aims in identifying the knowledge, skills, attitudes and perceptions of future teachers in relation to Web 2.0 tools integration in the educational practice. The study focuses on the qualitative analysis even though a mixed method approach was employed. The study employed a case study methodology, mainly collecting qualitative data through in-depth interviews. The results suggest that pre-service teachers are puzzled, but not negative towards Web 2.0 tools integration. The analysis also reveals that pre-service teachers’ perceptions and attitudes towards Web 2.0 tools are explained by and related to the TAM model. Finally, three teachers’ profiles towards Web 2.0 tools integration were emerged and a number of suggestions are provided in an attempt to appropriately prepare pre-service teachers.
Eteokleous, N. & Pavlou, V. (2011). Digital Natives and Technology Literate Students: Do teachers follow their lead?. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3288-3297). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)