کاربست فناوری اطلاعات و ارتباطات در آموزش معلمان با رویکرد فرا ترکیب‌گرا
محورهای موضوعی :داود معصومی 1 , روح اله مهدیون 2 , بتول معصومی 3
1 -
2 -
3 -
کلید واژه: فناوری اطلاعات و ارتباطات کاربست فاوا در مؤسسات آموزش عالی تربیت معلمان توسعه حرفهای معلمان ,
چکیده مقاله :
هدف این مقاله بررسی چگونگی کاربست فناوری اطلاعات و ارتباطات (فاوا) در تربیت معلم و در یک رویکرد وسیعتر در توسعه مدارس است. برای آمادهسازی دانشجویان تربیت معلم و معلمان آینده جهت کار در جامعه به شدت در حال تغییر و سرشار از اطلاعات و فناوری، مؤسسات آموزش عالی در کشورهای مختلف استراتژیهای گوناگونی را برای کاربست فاوا در تربیت معلم اعمال میکنند. بررسی و تجزیه و تحلیل جهتگیریها و استراتژیهای به کار رفته در کاربست فاوا در سیستمهای آموزشی کشورهای مختلف میتواند مسیر حرکت ما را در بستری که تنها عنصر ثابت آن تغییر است، تا حدود زیادی روشنتر نماید. در همین راستا مقاله حاضر مطالعهای کیفی از نوع فراترکیبی جهت تحلیل و ترکیب مطالعات و کاربست فاوا در آموزش، به خصوص در تربیت معلم، میباشد. نتایج به دست آمده در دو مقوله اصلی شامل کاربست فاوا در آموزش ضمن خدمت معلمان و کاربست فاوا در آموزش پیش از خدمت معلمان، آورده شده است. جهتگیریها و استراتژیهای به کار رفته در کاربست فاوا در آموزش پیش از خدمت معلمان بایستی مبتنی بر رویکرد گلچین شدهای باشد که برنامه استراتژیک، دسترسی مناسب به نرم‌افزار و سخت‌افزار و پشتیبانی در مؤسسات و رشته مورد نظر، ارائه فعالیتهای تدریس سازنده، ایجاد شبکه میان دانشجویان تربیت معلم و معلمان، افزایش مهارت فاوا مدرسان معلمی و ارشادگرها، و موارد مشابه را در خود داشته باشد. در همین راستا اثربخشترین نحوه کاربست فاوا در مؤسسات آموزشی، به‌کارگیری ترکیبی از استراتژیهاست. برای کاربست فاوا در تربیت معلمان و در یک رویکرد کلی‌تر توسعه مدارس، لازم است بر هر دو نوع آموزش پیش و ضمن خدمت معلمان تأکید گردد. در ابتدا رویکردهای کاربست فاوا در توسعه مدارس بحث میشود؛ سپس روشهای کاربرد فاوا در آموزش پیش از خدمت و ضمن خدمت معلمان مورد بحث قرار میگیرد و نهایتاً این دو حوزه کاری به یکدیگر ارتباط داده شده و به جستجوی شباهتها و تفاوتهای آنها پرداخته میشود
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
Addis, A., Strudler, N., & Grove, K. (2010). Online vs. face-to-face learning in teacher education: Some significant differences. Paper presented at the Paper presented at the Annual Meeting for the International Society for Technology in Education, Denver, CO.
Albee, J. J. (2003). A study of preservice elementary teachers’ technology skill preparedness and examples of how it can be increased. Journal of Technology and Teacher Education, 11(1), 53-71.
Andersson, S. B. (2006). Newly qualified teachers’ learning related to their use of information and communication technology: a Swedish perspective. British Journal of Educational Technology, 37(5), 665-682. doi: 10.1111/j.1467-8535.2006.00563.x
Bartlett, A. (2002). Preparing preservice teachers to implement performance assessment and technology through electronic portfolios. Action in Teacher Education, 24(1), 90-97.
Barton, R., & Haydn, T. (2006). Trainee teachers' views on what helps them to use information and communication technology effectively in their subject teaching. Journal of Computer Assisted Learning, 22(4), 257-272. doi: 10.1111/j.1365-2729.2006.00175.x
Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms?. Computers & Education, 39(4), 395-414. doi: Doi: 10.1016/s0360-1315(02)00075-1
Beale, R. (2007). Blogs, reflective practice and student-centered learning. Paper presented at the Proceedings of the 21st British HCI Group Annual Conference on People and Computers: HCI...but not as we know it, University of Lancaster, United Kingdom.
Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. In P. Penelope, B. Eva & M. Barry (Eds.), International Encyclopedia of Education (pp. 548-556). Oxford: Elsevier.
Brush, T., Glazewski, K., Rutowski, K., Berg, K., Stromfors, C., Hernandez Van-Nest, M., . . . Sutton, J. (2003). Integrating technology in a field-based teacher training program: The PT3@ASU project. Educational Technology Research and Development, 51(1), 57-72. doi: 10.1007/bf02504518
Chan, K. K., & Ridgway, J. (2005). Blog: A tool for reflective practice in teacher education? Paper presented at the Paper presented at the 3rd International Conference on Education and Information Systems: Technologies and Applications, Orlando.
Cleaves, A., & Toplis, R. (2008). Pre-service science teachers and ICT: Communities of practice?. Research in Science & Technological Education, 26(2), 203 -213.
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.
Coutinho, C. P. (2008). Web2.0 tools in pre-service teacher education Programs: An example from Portugal. Paper presented at the The Proceedings of the 7/h European Conference on e-Learning-ECEL, Reading, UK.
Coutinho, C. P. (2010). Challenges for teacher education in the learning society: Case studies of promising practice. In H. H. Yang & S. C.-Y. Yuen (Eds.), Handbook of research on practices and outcomes in e-learning: Issues and trends (pp. 385-401). Hershey, PA: Information Science Reference.
Cowie, B., & Jones, A. (2009). Teaching and learning in the ICT environment. In L. J. Saha & A. G. Dworkin (Eds.), International handbook of research on teachers and teaching (1st ed., pp. 791-801). New York: Springer.
Cuckle, P., Clarke, S., & Jenkins, I. (2000). Students’ information and communications technology skills and their use during teacher training. Journal of Information Technology for Teacher Education, 9(1), 9-22.
Davis, N. (2010). Technology in Preservice Teacher Education. In P. Editors-in-Chief: Penelope, B. Eva, E. B. Barry McGawA2 - Editors-in-Chief: Penelope Peterson & M. Barry (Eds.), International Encyclopedia of Education (Third Edition) (pp. 217-221). Oxford: Elsevier.
Dawson, K., & Cavanaugh, C. (2009). The evolution of ARTI: An online tool to promote and share classroombased technology outcomes via action research. Paper presented at the Society for Information Technology & Teacher Education International Conference (SITE), Chesapeake, VA.
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
Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main barriers and possible enablers of icts integration into pre-service teacher education programs. Educational Technology & Society, 12(1), 193–204.
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.
Mishra, P., & Koehler, J. M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers Collage Record, 108(8), 1017 - 1054.
Newton, L., & Rogers, L. (2003). Thinking frameworks for planning ICT in science lessons. School Science Review, 84(309), 113-120.
Niemi, H. (2003). Towards a learning society in finland: Information and communications technology in teacher education. Technology, Pedagogy and Education, 12(1), 85 - 103.
Ottenbreit-Leftwich, A. T., Brush, T. A., Strycker, J., Gronseth, S., Roman, T., Abaci, S., . . . Plucker, J. (2012). Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning?. Computers & Education, 59(2), 399-411. doi: 10.1016/j.compedu.2012.01.014
Owston, R., Wideman, H., Murphy, J., & Lupshenyuk, D. (2008). Blended teacher professional development: A synthesis of three program evaluations. The Internet and Higher Education, 11(3-4), 201-210. doi: DOI: 10.1016/j.iheduc.2008.07.003
Pellegrino, J. W., Goldman, S. R., Bertenthal, M., & Lawless, K. (2007). Teacher Education and Technology: Initial Results from the “What Works and Why” Project. Yearbook of the National Society for the Study of Education, 106(2), 52-86. doi: 10.1111/j.1744-7984.2007.00115.x
Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863-870. doi: 10.1016/j.tate.2009.10.024
Pritchard, A. (2007). Effective teaching with internet technologies: Pedagogy and practice. London Thousand Oaks, CA: SAGE Publications.
Qi, J., & Vandersall, K. (2007). Facilitating reflective practice for pre-service teachers through electronic portfolio development. Paper presented at the Proceedings of Society for Information Technology & Teacher Education International Conference, Chesapeake, VA.
Rae, A., & O’Brien, J. (2007). ‘Information and communications technologies and teacher professional learning policy in Scotland: some primary school erspectives. Journal of In-service Education, 4(33 ), 425-441.
Rizza, C. (2011). ICT and Initial Teacher Education: National Policies OECD Education Working Papers (Vol. 61): OECD Publishing.
Saha, L. J., & Dworkin, A. G. (Eds.). (2009). International handbook of research on teachers and teaching (1st ed.). New York: Springer.
Santos, I. M. (2011). Technology integration through collaborative action research. Paper presented at the World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011, Lisbon, Portugal. Retrieved from: http://www.editlib.org/p/37967
Schifter, C. (2008). Infusing technology into the classroom: Continuous practice development. Hershey, PA: IGI Global.
Scrimshaw, P. (2004). Enabling teachers to make successful use of ICT: British Educational Communications and Technology Agency (Becta).
Shimada, N. (2009). A pilot project on professional development for in-service teachers at a graduate school through lesson study on pedagogical content knowledge in collaboration with content area professors and methods course professors. Paper presented at the Society for Information Technology & Teacher Education International Conference (SITE), Chesapeake, VA.
Tearle, P., & Golder, G. (2008). The use of ICT in the teaching and learning of physical education in compulsory education: how do we prepare the workforce of the future?. European Journal of Teacher Education, 31(1), 55-72. doi: 10.1080/02619760701845016
Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2011). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education(0). doi: 10.1016/j.compedu.2011.10.009
Valcke, M., Rots, I., Verbeke, M., & van Braak, J. (2007). ICT teacher training: Evaluation of the curriculum and training approach in Flanders. Teaching and Teacher Education, 23(6), 795-808. doi: DOI: 10.1016/j.tate.2007.02.004
Vallance, M. (2008). Beyond policy: Strategic actions to support ICT integration in Japanese schools. Australasian Journal of Educational Technology, 24(3), 275-293.
Valtonen, T., Pontinen, S., Kukkonen, J., Dillon, P., Väisänen, P., & Hacklin, S. (2011). Confronting the technological pedagogical knowledge of Finnish Net Generation student teachers. Technology, Pedagogy and Education, 20(1), 3-18. doi: 10.1080/1475939x.2010.534867
Vongalis-Macrow, A., Wright, P., & Brew, C. (2004). Integrating ICT in preservice teacher education - reframing teacher education. Paper presented at the AARE 2004 International Education Research conference proceedings, Coldstream, Vic.
Zhao, Y., & Frank, K. A. (2003). Factors Affecting Technology Uses in Schools: An Ecological Perspective. American Educational Research Journal, 40(4), 807-840.
