Why do some student teachers make very good use of ICT? An exploratory case study
Hammond, Michael, 1956-, Crosson, Sue, Fragkouli, Elpiniki, Ingram, Jennifer, Johnston‐Wilder, Peter, Johnston‐Wilder, Sue, Kingston, Yvette, Pope, Melanie and Wray, David, 1950-. (2009) Why do some student teachers make very good use of ICT? An exploratory case study. Technology, Pedagogy and Education, Vol.18 (No.1). pp. 59-73. ISSN 1475-939XFull text not available from this repository.
Official URL: http://dx.doi.org/10.1080/14759390802704097
This paper reports the findings from a study of student teachers at a university–school initial teacher education partnership in England. Forty student teachers, on primary and secondary teacher education programmes, were identified through tutor and mentor reports as making very good use of information and communication technologies (ICT). These student teachers were interviewed, and in many cases observed, teaching a lesson using ICT. Interviews covered their use of ICT in a particular lesson; their past experience of using ICT; factors encouraging or discouraging their use of ICT in school; and their beliefs about teaching and learning. Observations recorded their uses of hardware and software. Findings indicate that access, support for, and modelling of, ICT use in the classroom were key issues in developing this very good use of ICT. Equally important, however, seemed to be the belief that ICT could make a positive difference to teaching and learning and a willingness to ‘learn by doing’. These findings are reported in the context of the wider literature.
|Item Type:||Journal Article|
|Subjects:||L Education > LB Theory and practice of education
T Technology > T Technology (General)
|Divisions:||Faculty of Social Sciences > Institute of Education ( -2013)|
|Library of Congress Subject Headings (LCSH):||Student teachers, Education -- Information technology -- Case studies, Educational technology|
|Journal or Publication Title:||Technology, Pedagogy and Education|
|Official Date:||March 2009|
|Page Range:||pp. 59-73|
|Access rights to Published version:||Restricted or Subscription Access|
|Funder:||British Educational Communications and Technology Agency (BECTa)|
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