Understanding the best way to embed ICT in teacher education

Amber McLeod; Kelly Carabott

doi:10.1007/978-3-319-74310-3_38

Understanding the best way to embed ICT in teacher education

Amber McLeod, Kelly Carabott

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

1 Citation (Scopus)

Abstract

Every Australian school teacher is required to include instruction in information and communication technology (ICT) in their teaching. Thus, ICT in education, including technological, pedagogical and content knowledge (TPACK), needs to be taught to every pre-service teacher (PST). A drop in the digital competence of high school students suggests many PSTs may not be reaching the levels of ICT competence envisaged to deliver the Australian Curriculum. Universities are grappling with the most effective way to address this. This paper focuses on the effectiveness of embedding ICT in education units in two different ways. Qualitative data was collected from PSTs from units in which ICT was actively embedded: in one, ICT was embedded as a content delivery tool only; in the other, PSTs were additionally required to create a digital learning object as part of the assessment task employing experiential learning. Findings indicate that when PSTs are required to create using digital technologies they gain a deeper understanding of TPACK and have greater intention to use ICT in their future classrooms.

Original language	English
Title of host publication	Tomorrow’s Learning
Subtitle of host publication	Involving Everyone. Learning with and about Technologies and Computing
Editors	Arthur Tatnell, Mary Webb
Place of Publication	Cham Switzerland
Publisher	Springer
Pages	366-375
Number of pages	10
ISBN (Electronic)	9783319743103
ISBN (Print)	9783319743097
DOIs	https://doi.org/10.1007/978-3-319-74310-3_38
Publication status	Published - 1 Jan 2017
Event	IFIP World Conference on Computers in Education (WCCE) 2017 - Dublin, Ireland Duration: 3 Jul 2017 → 6 Jul 2017 Conference number: 11th https://link.springer.com/book/10.1007/978-3-319-74310-3 (Proceedings) http://www.dublinconventionbureau.com/Offer/Conference/WCCE-2017 https://link.springer.com/book/10.1007%2F978-3-319-74310-3 (11th IFIP TC 3 World Conference on Computers in Education, WCCE 2017, Dublin, Ireland, July 3-6, 2017, Revised Selected Papers)

Publication series

Name	IFIP Advances in Information and Communication Technology
Publisher	Springer
Volume	515
ISSN (Print)	1868-4238

Conference

Conference	IFIP World Conference on Computers in Education (WCCE) 2017
Abbreviated title	WCCE 2017
Country/Territory	Ireland
City	Dublin
Period	3/07/17 → 6/07/17
Internet address	https://link.springer.com/book/10.1007/978-3-319-74310-3 (Proceedings) http://www.dublinconventionbureau.com/Offer/Conference/WCCE-2017 https://link.springer.com/book/10.1007%2F978-3-319-74310-3 (11th IFIP TC 3 World Conference on Computers in Education, WCCE 2017, Dublin, Ireland, July 3-6, 2017, Revised Selected Papers)

Keywords

Computers and society
Experiential learning
Information and communication
Initial teacher education
Technology

Access to Document

10.1007/978-3-319-74310-3_38

Cite this

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title = "Understanding the best way to embed ICT in teacher education",

abstract = "Every Australian school teacher is required to include instruction in information and communication technology (ICT) in their teaching. Thus, ICT in education, including technological, pedagogical and content knowledge (TPACK), needs to be taught to every pre-service teacher (PST). A drop in the digital competence of high school students suggests many PSTs may not be reaching the levels of ICT competence envisaged to deliver the Australian Curriculum. Universities are grappling with the most effective way to address this. This paper focuses on the effectiveness of embedding ICT in education units in two different ways. Qualitative data was collected from PSTs from units in which ICT was actively embedded: in one, ICT was embedded as a content delivery tool only; in the other, PSTs were additionally required to create a digital learning object as part of the assessment task employing experiential learning. Findings indicate that when PSTs are required to create using digital technologies they gain a deeper understanding of TPACK and have greater intention to use ICT in their future classrooms.",

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note = "IFIP World Conference on Computers in Education (WCCE) 2017, WCCE 2017 ; Conference date: 03-07-2017 Through 06-07-2017",

url = "https://link.springer.com/book/10.1007/978-3-319-74310-3, http://www.dublinconventionbureau.com/Offer/Conference/WCCE-2017, https://link.springer.com/book/10.1007%2F978-3-319-74310-3",

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McLeod, A & Carabott, K 2017, Understanding the best way to embed ICT in teacher education. in A Tatnell & M Webb (eds), Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies and Computing. IFIP Advances in Information and Communication Technology, vol. 515, Springer, Cham Switzerland, pp. 366-375, IFIP World Conference on Computers in Education (WCCE) 2017, Dublin, Ireland, 3/07/17. https://doi.org/10.1007/978-3-319-74310-3_38

Understanding the best way to embed ICT in teacher education. / McLeod, Amber ; Carabott, Kelly.
Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies and Computing. ed. / Arthur Tatnell; Mary Webb. Cham Switzerland: Springer, 2017. p. 366-375 (IFIP Advances in Information and Communication Technology; Vol. 515).

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

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Understanding the best way to embed ICT in teacher education

Abstract

Publication series

Conference

Keywords

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