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Come the Revolution: Pre-service Teachers’ Access to, Attitudes toward, and Skills with ICT
PROCEEDINGS

, University of Southern Queensland, Australia

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Pre-service teachers can benefit from the new learning opportunities offered by information and communication technology (ICT) both immediately for their own study and, in the longer term, for use in their own classrooms. However, to benefit from those opportunities they must have ready access to ICT, some skills, and positive attitudes toward its usefulness for learning and teaching. This paper reports some results from analysis of data obtained from surveys of ICT access, and related attitudes, among pre-service teachers at an Australian university in late 2009. The survey was conducted as part of a larger investigation of ICT for student learning with the intention of informing adoption of new digital technologies and provision of professional development for staff. This paper reports data collected from students in teacher preparation programs with implications for program development.

Citation

Albion, P. (2011). Come the Revolution: Pre-service Teachers’ Access to, Attitudes toward, and Skills with ICT. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 74-81). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2019 from .

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Cited By

  1. Pre-Service Teachers' Technological Self-Efficacy - an Irish Perspective

    Alison Egan, Marino Institute of Education, Ireland; Ann FitzGibbon, Keith Johnston & Elizabeth Oldham, Trinity College Dublin, the University of Dublin, Ireland

    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1803–1812

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

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