ICT Integration in Teacher Education with Meta-Synthesis Approach
Subject Areas :داود معصومی 1 , روح اله مهدیون 2 , بتول معصومی 3
1 - دانشيار، دانشكده علوم تربيتي و مطالعات تجاري، دانشگاه گاول سوئد
2 -
3 -
Abstract :
This article looks at the integration of ICT in teacher education in the wider perspective of school development, which puts on focus both in-service and pre-service teacher education. To prepare teacher-education students for work in a rapidly changing, information rich and technology based society, the key strategies in integration of ICT in teacher education programs and provides implications and directions for future analyses of ICT integration efforts are analyzed. A meta-synthesis exercise was undertaken, to analyze and synthesize the studies and examples of best practice to integrate ICT in education particularly in teacher education. The results were provided into two main parts including: - ICT in in-service teacher education; - ICT in pre-service teacher education. Discussing the examples of practices and strategies, it is argued that addressed strategies are complementary, thus a combination of the given strategies may be more efficient way in integrating ICT in teacher education programs
References:
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Collier, S., Weinburgh, M. H., & Rivera, M. (2004). Infusing Technology Skills into a Teacher Education Program: Change in Students’ Knowledge About and Use of Technology. Journal of Technology and Teacher Education, 12(3), 447-468.
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Dexter, S., & Riedel, E. (2003). Why improving preservice teacher educational technology preparation must go beyond the college’s walls. Journal of Teacher Education, 54(4), 334-346.
Doering, A., Hughes, J., & Huffman, D. (2003). Preservice teachers: Are we thinking with technology?. Journal of Research on Technology in Education, 35(3), 342-361.
Dysthe, O. (2002). Theoretical background for portfolios as learning and assessment tools in teacher education. Paper presented at the Paper presented at NERA / NFPF Conference, Tallinn.
Earley, P. (2010). Continuing professional development of teachers. In P. Penelope, B. Eva & M. Barry (Eds.), International Encyclopedia of Education (pp. 207-213). Oxford: Elsevier.
Fluck, A., & Dowden, T. (2009). Can new teachers be ICT change-agents? Paper presented at the International Education Research Conference Canberra, Australia. Retrieved from: http://ocs.sfu.ca/aare/index.php/AARE_2009/aare_2009/paper/view/1066
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Granberg, C. (2010). E-portfolios in Teacher Education 2002-2009: The social construction of discourse, design and dissemination. European Journal of Teacher Education, 33(3).
Gueudet, G., & Trouche, L. (2009). Teaching resources and teachers' professional development: Towards a documentational approach of didactics. Paper presented at the Proceedings of CERME, Lyon.
Hadjithoma, C., & Karagiorgi, Y. (2009). The use of ICT in primary schools within emerging communities of implementation. Computers & Education, 52(1), 83-91.
Hammond, M., Crosson, S., Fragkouli, E., Ingram, J., Johnston-Wilder, P., Johnston-Wilder, S., . . . Wray, D. (2009). Why do some student teachers make very good use of ICT? An exploratory case study. Technology, Pedagogy and Education, 18(1), 59 - 73.
Hargrave, C., & Hsu, Y.-S. (2000). Survey of instructional technology courses for preservice teachers. Journal of Technology and Teacher Education, 8(4), 303-314.
Haydn, T. A., & Barton, R. (2007). Common needs and different agendas: How trainee teachers make progress in their ability to use ICT in subject teaching. Some lessons from the UK. Computers & Education, 49(4), 1018-1036. doi: 10.1016/j.compedu.2005.12.006
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223–252.
Hoekstra, A., & Korthagen, F. (2011). Teacher learning in a context of educational change: Informal learning versus systematically supported learning. Journal of Teacher Education, 62(1), 76-92. doi: 10.1177/0022487110382917
Hord, S. M., & Sommers, W. A. (2008). Leading professional learning communities : voices from research and practice. Thousand Oaks, Calif.: Corwin Press.
Howland, J., & Wedman, J. (2004). A process model for faculty development: Individualizing technology learning. Journal of Technology and Teacher Education, 12(2), 239-262.
Hvit, S. (2010). Små förskolebarns berättande med stöd av den interaktiva tavlan. Specialpedagogisk tidsskrift, 1, 24-25.
Ilias, K. (2009). Activity Theory as a conceptual framework for understanding teacher approaches to Information and Communication Technologies. Computers & Education, 53(2), 436-444. doi: 10.1016/j.compedu.2009.03.003
Jones, C., Ramanau, R., Cross, S., & Healing, G. (2010). Net generation or Digital Natives: Is there a distinct new generation entering university?. Computers & Education, 54(3), 722-732. doi: 10.1016/j.compedu.2009.09.022
Juuti, K., Lavonen, J., Aksela, M., & Meisalo, V. (2009). Adoption of ICT in science education: A case study of communication channels in a teachers’ professional development project. Eurasia Journal of Mathematics, Science & Technology Education, 5(2), 103-118.
Karasavvidis, I. (2009). Activity theory as a conceptual framework for understanding teacher approaches to information and communication technologies. Computers & Education, 53(2), 436-444.
Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38(4), 385 - 410.
Kay, R. H. (2007). A formative analysis of how preservice teachers learn to use technology. Journal of Computer Assisted Learning, 23(5), 366-383. doi: 10.1111/j.1365-2729.2007.00222.x
Kelceoglu, I. (2009). Blogging as reflective practice: An exploratory study. Paper presented at the Society for Information Technology & Teacher Education International Conference (SITE), Chesapeake, VA.
Kirschner, P., & Davis, N. (2003a). Pedagogic benchmarks for information and communications technology in teacher education. Technology, Pedagogy and Education, 12(1), 125-147. doi: 10.1080/14759390300200149
Kirschner, P., & Davis, N. (2003b). Pedagogic benchmarks for information and communications technology in teacher education. Technology, Pedagogy and Education, 12(1), 125 - 147.
Klerfelt, A. (2010). A case study of the impact of ICT in primary schools. Retrieved 15 December, 2011, Retrieved from: http://itforpedagoger.skolverket.se/forskning_utveckling/Undersokningar_rapporter/steps
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Lambert, J., & Gong, Y. (2010). 21st Century Paradigms for Pre-Service Teacher Technology Preparation. Computers in the Schools, 27(1), 54-70. doi: 10.1080/07380560903536272
Lavonen, J., Lattu, M., Juuti, K., & Meisalo, V. (2006). Strategy‐based development of teacher educators' ICT competence through a co‐operative staff development project. European Journal of Teacher Education, 29(2), 241-265. doi: 10.1080/02619760600617433
Law, N. (2008). IT, pedagogical innovations, and teacher learning. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 421-425). New York: Springer.
Lim, C. P., Chai, C. S., & Churchill, D. (2011). A framework for developing pre‐service teachers’ competencies in using technologies to enhance teaching and learning. Educational Media International, 48(2), 69-83. doi: 10.1080/09523987.2011.576512
Ljung-Djärf, A. (2004). Spelet runt datorn: Datoranvändande som meningsskapande praktik i förskolan. Malmö högskolan, Malmö.
Lynch, L., & Purnawarman, P. (2004). Electronic portfolio assessments in U.S. educational and instructional technology programs: Are they supporting teacher education?. TechTrends, 48(1), 50-56. doi: 10.1007/bf02784865
Masood, M. (2010). An initial comparison of educational technology courses for training teachers at Malaysian universities: A comparative study. The Turkish Online Journal of Educational Technology, 9(1). Retrieved from: http://www.tojet.net/results.asp?volume=9&issue=1&year=2010
McShay, J. (2005). Double infusion: Toward a process of articulation between critical multicultural education and technology education in a teacher preparation program. Contemporary Issues in Technology and Teacher Education, 4(4), 429–445.
McVee, M. B., Bailey, N. M., & Shanahan, L. E. (2008). Teachers and teacher educators learning from new literacies and new technologies. Teaching Education, 19(3), 197 - 210.
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