The impact of synchronous inter-networked teacher training in Information and Communication Technology integration
Martin, Stewart; Vallance, Michael
This paper summarises the outcomes of research that recorded and interpreted change in pre-service teachers' pedagogical beliefs when immersed in unique synchronous networked collaboration. The pre-service teachers were involved in the design and implementation of synchronous networked tasks, supported by the theoretical and pragmatic application of "informed" Information and Communications Technology (ICT) integration. The pre-service teachers' use of digital technology graduated from a didactic, broadcast delivery of information to more constructivist strategies that involved interaction, collaboration and "good" learning. Moreover, the pre-service teachers gained competencies during a 12-week programme that led to the development of a suggested framework for ICT task development able to effectively promote and support improvements in learning.
Martin, S., & Vallance, M. (2008). The impact of synchronous inter-networked teacher training in Information and Communication Technology integration. Computers & education, 51(1), (34-53). doi:10.1016/j.compedu.2007.04.001. ISSN 0360-1315
|Journal Article Type||Article|
|Deposit Date||Nov 13, 2014|
|Journal||Computers & Education|
|Peer Reviewed||Peer Reviewed|
|Keywords||General Computer Science; Education|
This file is under embargo due to copyright reasons.
You might also like
Identity, citizenship, and moral constructs from the virtual self
Lessons from the Great Underground Empire: Pedagogy, computers and False Dawn