Location of Repository

An information and communications technology (ICT)-enabled method for collecting and collating information about pre-service teachers' pedagogical beliefs regarding the integration of ICT

By Michael Vallance

Abstract

This paper describes a method that utilized technology to collect and collate quantitative and qualitative data about pre‐service teachers’ use of networked technologies during a 12‐week undergraduate course, and the impact of this use on their pedagogical beliefs regarding the integration of information and communications technology (ICT). The technologies used captured and analysed students’ spoken and written communication while engaging in four synchronous online tasks, and also collected evaluation data from online interviews, surveys and diaries. The richness of data afforded by this ICT‐enabled method enabled the research to produce a rich narrative of how the students used the technology and provided evidence of a change in pre‐service teachers’ pedagogical beliefs during the course

Topics: LB Theory and practice of education, LC1022 - 1022.25 Computer-assisted Education
Publisher: Taylor and Francis Ltd
Year: 2007
DOI identifier: 10.1080/09687760601129851
OAI identifier: oai:generic.eprints.org:714/core5

Suggested articles

Preview

Citations

  1. (2003). A methodological framework for practice-based research in networked learning, doi
  2. (2000). Beyond e-learning: a future for networked learning, in: C. Steeples & C. Jones (Eds) Networked learning: perspectives and issues (London, doi
  3. (2000). Designs for networked learning in higher education: a phenomenograpic investigation of practitioners’ accounts in design, in: C. Steeples & C. Jones (Eds) Networked learning: perspectives and issues (London, doi
  4. (2005). Digital workstyle: the new world of work. Available online at: http:// www.microsoft.com/billgates/speeches/2005/05-19ceosummit.asp (accessed 19
  5. (1981). Effective evaluation: improving the usefulness of evaluation results through responsive and naturalistic approaches doi
  6. (1996). Epistemic fluency and constructivist learning environments, in: B.G. Wilson (Ed.) Constructivist learning environments: case studies in instructional design (Englewood Cliffs, doi
  7. (1997). Growing up digital: the rise of the net generation doi
  8. (1987). Investigating classroom talk (Lewes,
  9. (2002). Oversold & underused. Computers in the classroom (Cambridge, doi
  10. (2001). Psychological foundations for networked learning, in: C. Steeples & C. Jones (Eds) Networked learning: perspectives and issues (London, doi
  11. (1981). Strategies of social research (Englewood Cliffs,
  12. (1997). Teaching information technology to the computer shy: a theoretical approach to a practical problem, doi
  13. (2005). The challenge of informed use: a unique IT experience for teachers and students from the Peoples’ Republic of China,
  14. (2002). The quality of teaching and learning via videoconferencing, doi
  15. (2005). The research methods knowledge base (2nd edn). Available online at:
  16. (2004). Using IT in the language classroom: a guide for teachers and students in Asia (3rd edn)
  17. (1994). Using video in research,
  18. (2002). Where is the technology induced pedagogy? Snapshots from a multimedia EFL classroom, doi

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.