International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - ICT & Teaching
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458 items
1
The objective of this work was to take a close look at the profile of the digital competence of pre-service early childhood and primary school teachers.
To this end, 200 students from Education degrees participated in filling out the Perceptions Questionnaire on Digital Competence.
The results show that future teachers present a medium level of digital competence and have some difficulties with the dimension related to the creation of content.
Also, results show how over the years, and sometimes over the courses, the dimensions of teaching digital competence improve significantly.
No significant differences were found regarding type of university and gender.
These results have important implications for curriculum design and teacher training regarding digital competence development in pre-service teachers.
Published: 2021
Updated: May. 14, 2022
2
In this study, researchers examine the impact of e-coaching (including a web-based professional development (PD) portal consisting of a learning module, self-monitoring, and video feedback) on preschool teachers’ use of a simultaneous prompting (SP) procedure and the effects of SP on teaching discrete skills to their students with autism spectrum disorder (ASD).
The researchers also examine maintenance and generalization effects on teachers’ and students’ behaviors.
Moreover, researchers investigate the social validity of the study.
They use nested multiple probe designs across four preschool teacher and student dyads to evaluate the effects of the e-coaching intervention and the SP procedure, respectively, on teachers’ and students’ behaviors.
E-coaching was effective in the acquisition, maintenance, and generalization of preschool teachers’ use of the SP procedure, and the SP procedure was effective in teaching discrete skills to students with ASD.
Teachers had positive opinions about e-coaching and the SP procedure.
Limitations and implications for future research are discussed.
Published: 2020
Updated: Feb. 27, 2022
3
In this study the authors report two studies on the testing of a scenario-based learning (SBL) activity delivered to 191 preservice teachers in the UK and Australia.
SBL uses interactive classroom scenarios to enhance the self-efficacy and classroom readiness of preservice teachers.
Findings from Study 1 indicated that participants found the activity engaging and useful, with increased self-efficacy and preparedness for teaching placements.
Findings from Study 2 revealed that most participants reported higher levels of placement self-efficacy and preparedness.
There was a statistically significant intervention effect on emotional classroom readiness, but not on teaching self-efficacy, motivational classroom readiness, or cognitive classroom readiness.
Published: 2021
Updated: Jan. 19, 2022
4
This study investigated how taking different perspectives in teacher training courses influences the learning of professional vision, multiperspectivity, and strategic knowledge of classroom management.
A total of 134 student teachers analyzed classroom management from one of three different perspectives:
36, from an observer perspective by viewing videos of unknown teachers (TG-V);
46, from only a protagonist perspective by remembering own teaching (TG-T);
and 52, from both a protagonist and an observer perspective through videos of their own, their peers, and unknown teaching (TG-VT).
An untreated control group (CG) received no classroom management training.
Learning gains were investigated in a quasi-experimental pre–post–follow-up design using a mixed-methods approach.
Results showed that all interventions fostered strategic knowledge of classroom management.
Analyzing videos from own and unknown teachers (TG-VT) had the strongest positive effect on professional vision, but analyzing own teaching from memory also had higher effects on professional vision and multiperspectivity than analyzing stock videos.
Published: 2020
Updated: Dec. 20, 2021
5
Pre-service early childhood teachers (PECTs) are expected to support young children’s engaged and meaningful use of ICT for early learning and development.
Unless teachers believe that ICT is beneficial for young children, they will be unable or unwilling to encourage and support children’s use of ICT in educational environments.
This paper aims to uncover PECTs’ attitudes and intentions regarding young children’s use of ICT through a survey on 410 PECTs in a Chinese university.
The majority of the PECTs had low positive perceptions of the role of ICT for young children, whereas they expressed great willingness to support young children’s use of ICT.
There are considerable parameters which influence both PECTs’ attitudes and intentions:
ICT ownership and daily use, the frequency of ICT use, ICT professional learning or training and ICT skills.
Implications for PECTs teacher education preparation were discussed.
Published: 2021
Updated: Nov. 25, 2021
6
Student satisfaction is the pinnacle upon which any effective online learning hinges.
It is for that reason, educators design course activities that allow students to effectively practice, work together on relevant projects to personalize their learning.
In emerging institutions like the Colleges of Education in Ghana that are traditionally inclined toward teachers’ professional development through conventional face-to-face interaction, online education became the medium of interaction for the first time to promote social distancing in response to COVID-19 pandemic while enhancing access and continuous professional development of the human resources for the education sector.
This basic qualitative study examined the conduct of online teaching in a traditional face-to-face educational system in Ghana.
The analysis of the semi-structured interviews revealed that the basic infrastructure for online teaching and learning is absent.
Specifically, student trainees are saddled by poor internet connectivity, high cost of data in an emergency remote teaching environment.
Due to these challenges, a significant proportion of the participating student-teachers wouldn’t choose online learning for their work and professional development.
In view of this, the study recommends policy makers to institutionalize online education into the curricula of all professional institutions of higher education in Ghana.
Published: 2021
Updated: Nov. 11, 2021
7
This study examined how prepared teachers felt when shifting to online instruction during the COVID-19 pandemic.
The teachers were graduates of an education preparation program at a small private Midwestern University.
The authors constructed a questionnaire to measure the graduates’ perceptions of preparation in online teaching, as well as their experience of online teaching during the pandemic. The graduates reported the importance of university faculty modeling the use of online tools, effective course management and virtual teaching strategies to preservice teachers, as well as having the opportunity to take a course focused on teaching in virtual contexts.
Such preparation enabled the graduates to successfully transition to online instruction during the pandemic.
Published: 2021
Updated: Nov. 08, 2021
8
With the arrival of the COVID-19 pandemic in March 2020, teacher colleges across the country suddenly shifted to online.
In many cases, faculty, wary of shortchanging students of a meaningful learning experience, leveraged synchronous meetings as a way of compensating for the abrupt removal of face-to-face (F2F) interactions.
This mixed-methods self-study explored advanced licensure candidates' perceptions of developing a Community of Inquiry (COI) across three sections of a Spring 2020 online course taught by the same instructor.
This course was fashioned as a literature circle about immigrant communities and K-12 schools.
In one section, five one-hour synchronous meetings punctuated the shared readings of five book-length ethnographies.
The other two sections remained completely asynchronous.
Sixty-nine students across the three courses were electronically surveyed at the close of the semester.
Fifteen students were subsequently interviewed as an additional layer of data collection.
Survey analysis indicated that monthly synchronous meetings did not significantly impact students' perceptions of COI development.
Follow-up interviews provided further insights into methods that students perceived as essential for advancing teaching, cognitive, and social presences.
The authors conclude with broad and specific recommendations for better practices and future research for COI in graduate teacher education online coursework in and beyond COVID-19.
Published: 2021
Updated: Nov. 07, 2021
9
Teachers’ beliefs about young children’s technology use at home are intertwined with their beliefs about parents and their parenting practices. This paper reports a qualitative study of eight purposefully selected Chinese preservice early childhood (EC) teachers’ beliefs about children’s home technology use and associated representations of parents and teachers.
The participants possessed inflated positive beliefs about young children’s natural technology competence but were worried that parents would expose children to content for prolonged periods.
Teachers’ role was seen as responsible guides for children and educational authorities over parents.
Implications for research and teacher education are discussed.
Published: 2021
Updated: Oct. 14, 2021
10
Preparing the next generation of preschool teachers who can integrate and make use of ICT to capitalise on and develop young children’s digital competences remains a challenging goal for teacher education programmes (TEP).
Given the current gaps in the literature, this study aims to expand and deepen our understanding of the extent to which early childhood pre-service teachers encounter ICT during their training and how they are prepared to use digital technologies in their future practices.
The empirical data was generated through a focus group study with pre-service teachers and interview with their teacher educators at an institution of higher education in Sweden.
The findings of the study suggest that pre-service teachers feel they have not been adequately prepared to integrate ICT into their future educational practices in preschool.
Teacher educators, however, demonstrated a completely different perspective, highlighting a variety of initiatives that they were implementing to prepare the next generation of preschool teachers to use digital technologies.
It will discuss why pre-service teachers, unlike teacher educators, feel they are not being adequately prepared to use digital technologies in early childhood education.
The study also provides a detailed account of the varied procedures involved in preparing pre-service teachers’ digital competences and makes recommendations to teacher educators on how to enhance future preschool teachers’ Technologica-lPedagogical-Content-Knowledge (TPACK).
Published: 2021
Updated: Oct. 12, 2021