ICT & Teaching (454 items)To section archive
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.
Updated: Oct. 14, 2021
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).
Updated: Oct. 12, 2021
To Study the Impact of Google Classroom as a Platform of Learning and Collaboration at the Teacher Education Level
The purpose of this study was to assess the impact of Google Classroom Platform of learning at the teacher education level. Web-Based Learning Environment Inventory (WEBLEI) (Chang and Fisher 1998, 2003) and Google Classroom Evaluation Survey was used in this study. The sample of 60 students consisting of both males and females was collected from one college of education in Jammu city, where teaching-learning process was being conducted using the Google Classroom setup. Data analysis revealed that students could access the learning activities easily, they could communicate with other students in their subject electronically, they could decide when they wanted to learn, and they could work at their own pace. Results also showed that the students could regularly access online resources and they had the autonomy to ask their tutor what they did not understand. Students experienced a sense of satisfaction and achievement and they felt at ease in working collaboratively with other students. The students were also happy to print lectures and exercise materials from resources uploaded by their teachers. Responses to the Google Classroom Evaluation survey showed that the teachers were able to give better individual attention and students developed a group feeling in such a classroom setup. Students also felt that learning through the Google classroom was not boring and it was not a waste of time. They found it to be an effective medium of studying.
Updated: Oct. 11, 2021
As a teacher educator, the author sought to understand how to cultivate care ethics in her online teaching over a three-year period. Through surveys, student work, interviews, her course materials and teaching journal, and video-ed synchronous class sessions with seven cohorts of teacher candidates, the lenses of care ethics revealed particular challenges and possibilities for care with authentic modeling through story, practice and continuity, dialogue, and addressing power and confirmation in assessment. The self-study process helped her uncover her own assumptions to carve out better ways to cultivate caring relationships in the distanced and disembodied online environment.
Updated: Oct. 08, 2021