The impact of synchronous inter-networked teacher training in Information and Communication Technology integration
ARTICLE
Stewart Martin, Michael Vallance
Computers & Education Volume 51, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
This paper summarises the outcomes of research that recorded and interpreted change in pre-service teachers’ pedagogical beliefs when immersed in unique synchronous networked collaboration. The pre-service teachers were involved in the design and implementation of synchronous networked tasks, supported by the theoretical and pragmatic application of ‘informed’ Information and Communications Technology (ICT) integration. The pre-service teachers’ use of digital technology graduated from a didactic, broadcast delivery of information to more constructivist strategies that involved interaction, collaboration and ‘good’ learning. Moreover, the pre-service teachers gained competencies during a 12-week programme that led to the development of a suggested framework for ICT task development able to effectively promote and support improvements in learning.
Citation
Martin, S. & Vallance, M. (2008). The impact of synchronous inter-networked teacher training in Information and Communication Technology integration. Computers & Education, 51(1), 34-53. Elsevier Ltd. Retrieved March 19, 2024 from https://www.learntechlib.org/p/66467/.
This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.
Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2007.04.001Keywords
- competencies
- computer mediated communication
- Computer Networks
- Constructivism (Learning)
- educational technology
- Good learning
- ICT framework
- information technology
- learning strategies
- preservice teacher education
- preservice teachers
- Synchronous networking
- teacher attitudes
- teacher collaboration
- Teacher Competencies
- teacher training
- technology integration