Session Information
16 SES 10 B, Teachers and ICT Integration
Paper Session
Contribution
Method
Expected Outcomes
References
Table 1. Student teachers’ perceptions and teaching practices in integrating technology in their classrooms (*p-value < 0.05). Factors | Stage one Pre-course (thoughts) | Stage two Post-course (thoughts) | Stage three Post-practicum (practice) | Stage four After first-year teaching (practice) | F 1. Classroom management and teaching tools 4.14 4.15 4.06 4.15 1.20 2. Student-centered learning 3.81 3.84 2.93 3.03 50.46* 3. Being a facilitator 3.95 3.99 3.49 3.42 18.56* 4. Confidence in leading the integration of IT 3.55 3.84 3.65 3.62 6.15* 5. Support from schools and peers 4.09 4.02 3.46 3.62 15.61* References Andersson, S. B. (2006). Newly qualified teachers’ learning related to their use of information and communication technology: A Swedish perspective. British Journal of Educational Technology, 37(5), 665–682. Becker, H., Geer, B., Hughes, E., & Strauss, A. (1961). Boys in white. Chicago, IL: University of Chicago Press. Russell, M., Bebell, D., O’Dwyer, L., & O’Connor, K. (2003). Examining teacher technology use: Implications for preservice and inservice teacher preparation. Journal of Teacher Education, 54(4), 297-310. Strudler, N., & Wetzel, K. (1999). Lessons from exemplary colleges of education: Factors affecting technology integration in preservice programs. Educational Technology Research and Development, 47(4), 63-81. Willis, E. M., & Tucker, G. R. (2001). Using constructionism to teach constructivism: Modeling hands-on technology integration in a preservice teacher technology course. Journal of Computing in Teacher Education, 17(2), 4-7.
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