16 SES 05 A, Teacher Training and ICT
There is a social and research consensus on the importance of digital technologies in the configuration needed to interact with skill in the knowledge society; for this reason, incorporation of ICT is promoted as a means and as an object of learning in the training of new generations (UNESCO, 2003; Kozma , 2005). Similarly , research shows that there is a gap between expectations and the use made of these technologies in the usual educational practices ( Conlon & Simpson , 2003; Zhao & Frank , 2003).
The reasons for this situation have been analyzed and interpreted from different viewpoints ( Kozma , 2008; Pelgrum & Law , 2003) among which account the role the pedagogical beliefs of teachers in deciding what and how to use technology digital teaching and learning ( Rienties , Brouwer & Lygo -Baker , 2013 ; Jimoyiannis & Komis , 2007 ;) . Some studies on this relationship, show the inconsistencies between what teachers believe and expect pedagogically and what they do when to use ICT in the classroom (Lim & Chai , 2008) , concluding that the factor of change and innovation lies more, in the pedagogical belief that every teacher has, that in the potential and opportunity offered by digital technologies . In the case of initial teacher training, this issue takes on added significance , paper product that has this formative stage in shaping the style and manner of teaching the next generation of teachers (Hargreaves , 2003; Marcelo 2009), and low level of innovation in the use of ICT that is recorded in some studies in university classroom ( OECD, 2009 ) .
Is this problematic context, it has conducted an investigation (Fondecyt Project Nº11110455) to establish the similarities and differences that are manifested in the beliefs and practices with ICT made by professors and students in initial training of teachers from some Chilean universities. The objectives of the study were: (i) identify the pedagogical beliefs of professors and students for teaching careers and the value of ICT as a learning medium, (ii) systematic descriptions over different practices with ICT reported by professors and students for teaching careers with different pedagogical beliefs , and (iii) characterize the relationship between beliefs and practices according to informed pedagogical typology of informants.
The results show some differences in the way that professors and students of initial teacher training think and use ICT, a situation that contributes to understanding the training gap of future teachers
Conlon, T. & Simpson, M. (2003). “Silicon Valley verses Silicon Glen: the impact of computers upon teaching and learning: a comparative study”. British Journal of Educational Technology, 34(2), 137-150. John W. Creswell. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Sage. Garrido, J. y Ponce, C. (2012). Inventory of ICT beliefs in initial teacher training: Toll for identify trends of innovation. Proceedings of ICERI 2012 Conference (pp.3104-3112), 19th-21st November. Madrid. Garrido Miranda, J. M. (2010). Creencias sobre el rol de las tecnologías de información y comunicación en la formación inicial de docentes: explorando las diferencias entre estudiantes y docentes universitarios. Universidad de Barcelona. Kozma, R. B. (2005). National policies that connect ICT-based education reform to economic and social development. Human Technology: An interdisciplinary journal on humans in ICT environments, 1(2), 117-156. Kozma, R. B. (2008). Comparative analysis of policies for ICT in education. In International handbook of information technology in primary and secondary education (pp. 1083-1096). Springer US. OCDE. (2009). ICT and initial teacher training. Paris: CERI. Pelgrum, W. J., & Law, N. (2003). ICT in education around the world: Trends, problems and prospects. Unesco, International Institute for Educational Planning. Lin, J. M. C., Wang, P. Y., & Lin, I. (2012). Pedagogy* technology: A two‐dimensional model for teachers' ICT integration. British Journal of Educational Technology, 43(1), 97-108. Jimoyiannis, A., & Komis, V. (2007). Examining teachers’ beliefs about ICT in education: Implications of a teacher preparation programme. Teacher development, 11(2), 149-173. Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education, 29, 122-131. Lim, C. P., & Chai, C. S. (2008). Teachers’ pedagogical beliefs and their planning and conduct of computer‐mediated classroom lessons. British Journal of Educational Technology, 39(5), 807-828. UNESCO. (2003). Building capacity of teachers/facilitators in technology-pedagogy integration for improved teaching and learning (Final Report). Bangkok: UNESCO Asia and Pacific Regional Bureau for Education. Zhao, Y., & Frank, K. (2003). Factors affecting technology uses in schools: an ecological perspective. American educational research journal, 40 (winter)(4), 807-840. Hargreaves, A. (2003). Enseñar en la sociedad del conocimiento. Barcelona: Octaedro. Marcelo, C. (2009). El profesorado principiante: Inserción a la docencia. Barcelona: Octaedro. Tashakkori, A., & Teddlie, C. (2009). Integrating qualitative and quantitative approaches to research. Handbook of Applied Social Research Methods. 2nd ed. Thousand Oaks, CA: Sage Publications, 283-317.
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