You are here:

eLearning and Initial Teacher Education Programs: Insights from the Teaching Teachers for the Future Project
PROCEEDINGS

, Griffith University, Australia ; , University of Southern Queensland, Australia ; , Independent Consultant, Australia

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper argues that initial teacher education programs (ITE) which build the Technological Pedagogical Content Knowledge (TPACK) (Mishra & Koehler, 2006) confidence and capabilities of future teachers is critical in enabling effective design and implementation of eLearning for school students. Insights are provided through drawing upon selected research and evaluation findings from the Teaching Teachers for the Future (TTF) Project involving all HEIs which provide ITE programs in Australia. The TTF Project, a 15 month long, $8 million project was funded by the Australian Government’s ICT Innovation Fund and aimed to develop the ICT capabilities of future teachers. Findings from the TTF Project indicate that the TPACK conceptualisation used to guide the project, and the Australian Institute for Teaching and School Leadership’s ICT Elaborations for Graduate Teacher Standards (AITSL, 2011a) can inform the design of ITE programs in preparing future teachers for using ICT to support tea

Citation

Finger, G., Jamieson-Proctor, R. & Grimbeek, P. (2013). eLearning and Initial Teacher Education Programs: Insights from the Teaching Teachers for the Future Project. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1882-1891). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 22, 2019 from .

View References & Citations Map

References

  1. Agyei, D.D., & Voogt, J.M. (2011). Exploring the potential of the will, skill, tool model in Ghana: predicting prospective and practicing teachers’ use of technology. Computers& Education, 56, 91-100.
  2. Alshehri, K.A. (2012). The influence of mathematics teachers’ knowledge in technology, pedagogy and content (TPACK) on their teaching effectiveness in Saudi public schools. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 74(02), 3541570.
  3. Anderson, B.A. (2012). Testing the effectiveness of professional development for integrating technology in an urban Iowa middle school. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 74(03), 3532953.
  4. Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: advances in technological pedagogical content knowledge (TPCK). Computers& Education, 52, 154– 168.
  5. Australian Government. (2010). Fact Sheet-Teaching Teachers for the Future: Building the ICTE capacity of pre-service teachers in Australian Institutions. Viewed 1 June 2013 from http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/DigitalStrategyforTeachers/Documents/TeachingTeachersforthe Future.pdf.
  6. Barton, R., & Haydn, T. (2006). Trainee teachers’ views on what helps them to use information and communication technology effectively in their subject teaching. Journal of Computer Assisted Learning, 22, 257–272.
  7. Benson, T.K. (2012). A post-intentional phenomenological case study of pedagogical awareness of technology integration into secondary science teaching. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 74(02), 3540869.
  8. Bilici, S.C. (2012). The pre-service science teachers’ technological pedagogical content knowledge and their self-efficacy (Doctoral dissertation, Aksaray University, Aksaray, Turkey). Viewed 25 August 2013 at http://www.esera.org/phdstudies/turkey/sedef-canbazoglu-bilici/.
  9. Campbell, C. (2013). Pre-Service Education Students Evaluating The TTF Mathematics Packages. Australian Educational Computing, Special Edition: Teaching Teachers for the Future Project. 27(3), 48-53.
  10. Clift, R., Mullen, L., Levin, J., & Larson, A. (2001). Technologies in contexts: implications for teacher education. Teaching and Teacher Education, 17, 33–50.
  11. Corey, R.C. (2012). Digital immigrants teaching digital natives: A phenomenological study of higher education faculty perspectives on technology integration with English core content. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 73(08), 3505264.
  12. Cuckle, P., & Clarke, S. (2002). Mentoring student-teachers in schools: views, practices and access to ICT. Journal of Computer Assisted Learning, 18, 330–340.
  13. Drent, M. & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers& Education, 51, 187-199.
  14. Easter, T.N. (2012). Preparing pre-service teachers and technology literacy. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 74(02), 3541207.
  15. Gillow-Wiles, H. (2012). Engagement in a community of learners as a mediating agent toward the construction of Technological Pedagogical Content Knowledge (TPACK) in an online master’s program. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 73(05), 3493202.
  16. Goktas, Y., Yıldırım, Z., & Yıldırım, S. (2008). A review of ICT related courses in pre-service teacher education programs. AsiaPacific Education Review, 9, 168–179.
  17. Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main barriers and possible enablers of ICTs integration into pre-service teacher education programs. Educational Technology& Society, 12(1), 193–204.
  18. Gronn, D., Romeo, G., & Sheely, S. (2013). TTF@ACU: Our Story. Australian Educational Computing, Special Edition: Teaching Teachers for the Future Project. 27(3), 63-68.
  19. Habowski, T.A. (2012). Improving technological pedagogical content knowledge development among pre-service science teachers. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 74(02), 3540683.
  20. Haydn, T.A., & Barton, R. (2007). Common needs and different agendas: how trainee teachers make progress in their ability to use ICT in subject teaching. Some lessons from the UK. Computers& Education, 49, 1018–1036.
  21. Heck, D. & Sweeney, T. (2013). Using Most Significant Change Stories to document the impact of the Teaching Teachers for the Future Project: An Australian Teacher Education Story. Australian Educational Computing, Special Edition: Teaching Teachers for the Future Project. 27(3), 36-47.
  22. Henderson, M., Cerovac, M., Bellis, N., & Lancaster, G. (2013). Collaborative inquiry: building pre-service teachers’ capacity for ICT pedagogical integration. Australian Educational Computing, Special Edition: Teaching Teachers for the Future Project. 27(3), 69-75.
  23. Hineman, J.M. (2011). Double standards: Using teachers’ perceptions to develop a standards-based technology integration method for social studies. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 74(01), 3528366.
  24. Jamieson-Proctor, R., Finger, G., Cavanagh, R., Albion, P., Fitzgerald, R., Bond, T., & Grimbeek, P. (2012). Development of the TPACK Survey. Australian Educational Computing, Special Edition: Teaching Teachers for the Future Project. 27(3), 26-35.
  25. Kearney, M. & Maher, D. (2013). Mobile learning in maths teacher education: Driving pre-service teachers' professional development. Australian Educational Computing, Special Edition: Teaching Teachers for the Future Project. 27(3), 76-84.
  26. Lavonen, J., Lattu, M., Juuti, K., & Meisalo, V. (2006). Strategy-based development of teacher educators’ ICT competence through a co-operative staff development project. European Journal of Teacher Education, 29(2), 241–265.
  27. Lloyd, M. & Mukherjeee, M. (2013). Tell me what you see: Pre-service teachers' perceptions of exemplary digital pedagogy. Australian Educational Computing, Special Edition: Teaching Teachers for the Future Project. 27(3), 85-94.
  28. Masters, J., Carolan, J., & Draaisma, G. (2013). Making Connections In Science: Engaging With ICT to Enhance Curriculum Understanding. Australian Educational Computing, Special Edition: Teaching Teachers for the Future Project. 27(3), 95-100.
  29. Matherson, L.H. (2012). A case study of how and if a professional development program builds teachers’ TPACK model of instruction. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 74(02), 3539995.
  30. McBroom, E.S. (2012). Teaching with dynamic geometry software: A multiple case study of teachers’ technological pedagogical content knowledge. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 73(12), 3524587.
  31. Mishne, J. (2012). An investigation of the relationships between technology use and teachers’ self-efficacy, knowledge and experience. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 73(08), 3503821.
  32. Mudzimiri, R. (2012). A study of the development of Technological Pedagogical Content Knowledge (TPACK) in pre-service secondary mathematics teachers. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 74(01), 3523442.
  33. O’Reilly, D. (2003). Making information and communications technology work. Technology, Pedagogy and Education, 12(3), 417–446.
  34. Rathsack, C. (2012). A profile of early 21st century teachers of northwest Ohio: The relationship between teachers’ technology integration and leadership practices. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 73 (09), 3510803.
  35. Reading, C. & Doyle, H. (2013). Teacher educators as learners: Enabling learning while developing innovative practice in ICTrich education. Australian Educational Computing, Special Edition: Teaching Teachers for the Future Project. Vol 27(3), 109116.
  36. Sahin, T.Y. (2003). Student teachers’ perceptions of instructional technology: developing materials based on a constructivist approach. British Journal of Educational Technology, 34(1), 67–74.
  37. Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: predictors of prospective teaching behaviours with educational technology. Computers& Education, 54, 103-112.
  38. Seels, B., Campbell, S., & Talsma, V. (2003). Supporting excellence in technology through communities of learners. Educational Technology Research and Development, 51(1), 91–104.
  39. Sweeney, T., & Drummond, A. (2013). How Prepared are our Pre-service Teachers to Integrate Technology? A Pilot Study. Australian Educational Computing, Special Edition: Teaching Teachers for the Future Project. Vol 27(3), 117-123.
  40. Tearle, P. & Golder, G. (2008). The use of ICT in the teaching and learning of physical education in compulsory education: how do we prepare the workforce of the future? European Journal of Teacher Education, 31 (1), 55-72.
  41. Thompson, A.D., Schmidt, D.A., & Davis, N.E. (2003). Technology collaboratives for simultaneous renewal in teacher education. Educational Technology Research and Development, 51(1), 124–128.
  42. Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers& Education, 59 (1), August 2012, 134-144.
  43. White, B. & Geer, R. (2013). Preservice Teachers Experience with Online Modules About TPACK. Australian Educational Computing, Special Edition: Teaching Teachers for the Future Project. Vol 27(3), 124-132.
  44. Williams, M. & Sutton, P. (2013). A case for including Online Pedagogy as subject matter in ICT and Pedagogy Methods units. Australian Educational Computing, Special Edition: Teaching Teachers for the Future Project. Vol 27(3), 133-142.
  45. Unger, K.L. (2012). Examining the factors of a technology professional development intervention. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 73(08), 3503933.
  46. Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J. & Van Braak, J. (2013). Technological pedagogical content knowledge– a review of the literature. Journal of Computer Assisted Learning. 29(2), 109-121, April 2013.
  47. Zagami, J. (2013). Social Ecological Model Analysis for ICT Integration. Australian Educational Computing, Special Edition: Teaching Teachers for the Future Project. Vol 27(3), 143-149.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.