Teachers and teacher education facing information and communication technologies

1997 ◽  
pp. 319-326
Author(s):  
Bernard Cornu
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Information And Communication

scholarly journals Teaching ICT to Pre-Service Teachers: Experiences and Reflections

2014 ◽  
Vol 8 (1) ◽  
pp. 323-337
Author(s):  
Zuochen Zhang
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
Teacher Education Program ◽  
Communication Technologies ◽  
Teacher Education Programs ◽  
Adequate Knowledge ◽  
Teachers Experiences ◽  
Information And Communication ◽  
Study Format

Information and Communication Technologies (ICT) are increasingly used in education settings, and graduates from teacher education programs are expected to have adequate knowledge and skills to integrate ICT in their teaching. Inspired by some studies that report cases about pre-service teachers’ ICT-related learning in different countries in Asia, this article presents, in case-study format, the experimentations carried out regarding the teaching of ICT as part of the curriculum to pre-service teachers in a teacher education program in Ontario, Canada. The aim is to share with instructors and researchers in teacher education institutions and programs what we can learn from our experiences, and how we can use these experiences to improve our practice.

In-Service Teachers' Use of ICT for the Promotion of Collaborative Professional Learning

2021 ◽  
pp. 287-301
Author(s):  
Ana García-Valcárcel ◽  
Juanjo Mena
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Professional Learning ◽  
Important Implication ◽  
Communication Technologies ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Starting Point ◽  
Information And Communication

Information and communication technologies (ICT) are often rendered as key tools in the promotion of teachers' collaborative learning. Their use enables teachers to complete assignments, solve problems, or create products together. The content of this chapter is based on the information published in a previous research study by the authors. In that study, they aimed at describing teachers' use of ICT towards collaboration from a triple perspective: what they believe (teachers' opinion), what they know (teachers' knowledge), and what they do (teachers' use). A questionnaire and interviews were the instruments to collect data. Some results pointed out that teachers used ICT to promote collaboration on a regular basis, but it is limited to the knowledge they have on particular tools, which is acknowledged to be intermediate. The most important implication for teacher education programs is considering the actual limitations of teachers' knowledge and use of ICT in practice to set a more accurate starting point to promote collaboration through technologies.

Technology in Second Language Education: Overcoming the Digital Divide

2019 ◽  
Vol 2 (3) ◽  
Author(s):  
Alexis Adriana Lozano ◽  
Jesus Izquierdo
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Digital Divide ◽  
Information And Communication Technologies ◽  
Language Education ◽  
Communication Technologies ◽  
Limited Access ◽  
Second Language Education ◽  
Information And Communication ◽  
Determinant Factor

The use of information and communication technologies (ICT) can help teachers implement valuable instructional tasks where learners use the second language (L2) during input and output tasks, integrating various types of technologies, applications, and websites. Often, educational actors would argue; however, that limited access to ICT prevents teachers from implementing ICT-enhanced L2 instruction in the classroom. In this paper, we revisit that perspective through an exploration of three conditions related to the use of technologies for second language teaching: the digital divide, teacher education, and proper ICT-enhanced task implementation. Building upon a review of theoretical and empirical research on these conditions, we argue that limited access to ICT is not a determinant factor, as teacher education and careful L2 task planning can help teachers maximize the use of the limited resources available in their school contexts.

scholarly journals European Experience of the Use of Information and Communication Technologies In Initial Education of the English Language Teachers

2020 ◽  
Vol 25 (1) ◽  
Author(s):  
Oleh Komar
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
English Language ◽  
Communication Technologies ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Online Technologies ◽  
European Experience ◽  
Information And Communication ◽  
English Language Teachers

The article deals with the analysis of the peculiarities of the use of information and communication technologies in the process of initial education of future English language teachers in the countries of the European Union. The topicality of the problem is based on the current trends in the development of education, in the particular extensive use of online technologies and tools in the process of English language learning and English language teacher education.The purpose of the article is to study the European experience of the use of information and communication technologies in the initial education of the English language teachers and single out the most important and topical of them in order to outline the possibilities of their use in the initial education of teachers of English in a broader context.The methodology of the research is realized with the use of such methods as analysis, synthesis, generalization, analogy and interpretation of empirical data and theoretical concepts; observation and study of practical experience of higher educational institutions in Poland and Portugal as well as an interview with teachers and students of the above-mentioned institutions.As a result, the importance of the development of information and technological competencies in future teachers of English is grounded, the role of information and communication technologies in initial teacher education is determined. Various information and communication technologies used in the educational process, in particular offline technologies and tools as well as online technologies and resources, are presented and analyzed. Attention is also given to the use of E-learning and the implementation of massive open online courses into the initial teacher education of the English language teachers.The conclusion about the variability of information and communication technologies is made.

scholarly journals ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНІ ТЕХНОЛОГІЇ В СИСТЕМІ ПЕДАГОГІЧНОЇ ОСВІТИ: СКАНДИНАВСЬКИЙ ВИМІР

2019 ◽  
Vol 69 (1) ◽  
pp. 258
Author(s):  
Angelina O. Roliak
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Information And Communication Technologies ◽  
Information Technologies ◽  
Communication Technologies ◽  
Developed Countries ◽  
Educational Process ◽  
Professional Teacher ◽  
Information And Communication ◽  
The Impact

The main subject of the research is implementation of information and communication technologies in teacher education system of Nordic countries. The article offers a comparative analysis of the main stages in the ICT development in the professional teacher training systems of four developed countries in the Scandinavian region: Denmark, Norway, Sweden and Finland, which are world leaders in the impact of ICT on education and society and have gained a positive experience in creating their own strategies for reforming of all the important teacher education components based on the widespread use of modern information and communication technologies. The author considers that one of the key factors explaining Nordic innovation and digital literacy strength lies in the fact that the progress of using ICT in the system of professional teacher training has taken place in parallel with the processes of informatization, computerization, technological changes and prioritization of the 21-st century skills development in all countries of the Nordic region. Three essential stages of ICT implementation in Nordic educational environment were substantiated. The first is induction (or introductory) stage, connected with the gradual implementation of computer technologies into the educational process. The second is infusion (or partial use) stage, distinguished by joining all the educational institutions to the worldwide information systems. The third is incorporation (or systematic integration) stage, identified by the conceptualization of ICT-related teacher education. These three stages are characterized by the main similar and different principles of the information technologies use in the Nordic pedagogic dimension. The research findings may help to efficiently implement the information and communication technologies into the system of Ukrainian teacher education.

Learning Environments of Technologysupported Teacher Education Classrooms in Relation to Gender, Previous Qualifications and Teaching Subjects

2021 ◽  
pp. 71-86
Author(s):  
Monika Kumari ◽  
Vandana Goswami ◽  
Adit Gupta
Keyword(s):  
Teacher Education ◽  
Learning Environment ◽  
Learning Environments ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Reliability And Validity ◽  
Communication Technologies ◽  
Educational Process ◽  
Information And Communication ◽  
Very High

The students of 21st century have very high learning expectations. Concept of teaching and learning has changed tremendously due to globalization and explosion of knowledge. New tools of Information and Communication Technologies (ICTs) may contribute considerably towards all phases of educational process including the area of teacher education. The need for teacher training is widely acknowledged in the light of this development. The aim of this study was to assess students' perceptions of the learning environments of technology supported teacher education classrooms in relation to three variables, i.e., previous qualification, gender and teaching subjects. A sample of 317 students from six classes was taken. The tool used for the study was the modified form of Technology–Rich Outcomes-Focused Learning Environment Inventory (TROFLEI). In these classrooms, different information and communication technology tools like laptops, computers, and multimedia projectors, interactive boards etc. are regularly used to communicate, disseminate, store, and manage curriculum information for the benefit of the students. Results of the study strongly support the reliability and validity of the questionnaire in these classroom settings. The results show that the students perceive their technology-supported learning environment in a positive manner. Results on investigation of previous qualification, gender differences and teaching subjects suggest that there exist some differences in technology-supported learning environments as measured by the TROFLEI.

CHALLENGES FOR PRE-SERVICE PHYSICS TEACHER EDUCATION IN A NORTHEASTERN BRAZILIAN STATE IN PANDEMIC TIMES

2021 ◽  
Author(s):  
Micaías A. Rodrigues ◽  
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
Basic Education ◽  
Communication Technologies ◽  
Physics Teaching ◽  
Digital Platforms ◽  
Public Network ◽  
New Information ◽  
Information And Communication ◽  
The Way

Pandemic has changed the way education has taken place in Brazil, which has occurred remotely. The classes have been taught in the public network especially through lives or WhatsApp. In this paper, the way in which the training activities of the supervised internship and the Pedagogical Residency in the teaching of Physics in schools took place will be addressed. As a result, the abundant use of new information and communication technologies was verified. Resources and methodologies such as digital platforms, simulators, gamification, among others, were used by pre-service teachers during supervised internship and / or Pedagogical Residency activities. With this, pre-service teachers were able to immerse themselves in the current school reality, better understanding how teaching has occurred in this period and to propose activities that could help to improve the quality of teaching offered in basic education schools and in the recycling of in-service teachers, as well as in the motivation of students, too. Keywords: pandemic period, pedagogical residency, physics teaching, supervised internship, teacher education

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