Teacher Educators Moving from Learning the Office Package to Learning About Digital Natives' Use of ICT
Mia Karlsson, University of Skovde, Sweden
EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This case study reports results from interactive research within the development project CompLETE, a Swedish project granted equivalent to USD 3 million, aimed at enhancing use of ICT in teacher education. The research project rationale is that teachers and teacher students belong to a different generation than K12 students; grown-ups are “Digital Immigrants” while K12students are “Digital Natives”. A problem is that teachers know about MS Office, which is expressed as a high priority to learn. Students are into a different culture that teachers know little about. Teachers believe in learning the Office package first, before learning about K12 student's use of ICT. New applications, such as chatting or podcasting, has to become part of the culture of teachers in order to teach students of the 21st Century. One conclusion is that relying on teachers participating through “bottom-up processes” may not be sufficient for extensive changes in teachers' practice.
Karlsson, M. (2007). Teacher Educators Moving from Learning the Office Package to Learning About Digital Natives' Use of ICT. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 100-107). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).
© 2007 Association for the Advancement of Computing in Education (AACE)