A framework for developing pre‐service teachers’ competencies in using technologies to enhance teaching and learning

This paper presents a framework for developing pre‐service teachers’ competencies in using technologies to enhance teaching and learning. It focuses on building the capacity of teacher education institutions (TEI) based on six strategic dimensions: (1) vision and philosophy; (2) program; (3) professional learning of deans, teacher educators and support staff; (4) ICT plan, infrastructure, resources and support; (5) communications and partnerships; and (6) research and evaluation. This paper describes each of these six strategic dimensions and synthesizes these in the overall framework for developing pre‐service teachers’ competencies in generating technology‐enhanced teaching and learning.     

Enhancing learning with ICT at primary level

This study looks at three primary schools which have been successful in integrating ICT into the teaching and learning process. It confirms that a range of organisational features are correlated with successful implementation (eg, a sound learning environment, headteacher commitment, good forward planning etc) and goes on to argue that staff commitment plays a pivotal role in the process. This commitment can, however, be compromised by technological change (in this case from CD-ROM and LAN-based learning to WAN and Web-based learning) if the process is not properly managed.     

Online delivery management for teaching and learning

The learning initiative described in this paper looks at how the adoption of a flexible, online learning approach can be used to optimize teaching and learning in engineering materials to a variety of engineering disciplines. The main driver for adopting this approach was to increase the effectiveness of delivery of subject matter. Practical examples are given of delivery strategies, activities and assessment protocols. This flexible, online approach required the development and implementation a learning management system for the provision of online lectures, audiovisual material, discovery-based learning activities and communication tools for the guidance of students in the self-management of their personal learning styles. The implementation of such an online initiative led to an encouraging response from both students and staff. This was seen as pivotal in its contribution to the success of the overall learning strategy.     

Staff development for flexible learning

Flexible learning has been embraced by higher education for a number of reasons. However, universities' adoption of flexible approaches, particularly those incorporating information technologies has not been unproblematic. While flexible learning promises many advantages for the institution and students, it has received a mixed and often negative reaction from academics. Even in institutions with a tradition of distance education provision the introduction of flexible approaches to learning that incorporate new technologies have not been unproblematic. This paper describes a university-wide programme of academic staff development which sought to familiarize staff with technologies and the appropriate use of technologies in teaching and to support them as they adjusted to changing roles and practices in the shift to flexible teaching and learning. The programme combined multiple approaches to address the needs of new and experienced staff, and to provide training and support in technical dimensions of teaching along with technologies and pedagogical considerations.     

Online Learning as a catalyst for reshaping practice – The experiences of some academics developing online learning materials

While tertiary teaching staff are familiar with teaching strategies used in traditional course delivery, the design and delivery of courses integrating new technologies such as online materials poses new challenges for many. Hence, although technology may be used, its use is often at a superficial level, failing to have significant impact on teaching practice. Motivated by the authors' belief that the development of online learning materials is an endeavour aimed at improving the quality of the learning environment, this paper explores the experiences of several lecturers within Griffith University as they engage in the design and development of online materials as part of the university's flexible learning initiative. Insights into the experiences and perceptions of teaching staff developing online materials are used to highlight issues that can then be used to inform appropriate professional development support for tertiary staff. This in turn will enable the integration of technology into the learning environment to act as a catalyst for positive changes to teaching practice.     

Development of pre-service teachers’ information and communication technology (ICT) in education competencies in a mainland Chinese university

This paper examines how the design and implementation of a core teacher education course develops pre-service teachers’ information communication technology (ICT) in education competencies in a mainland Chinese university. This course adopted a four-component instructional design system to develop its curriculum, incorporated an inquiry-based learning approach to develop pre-service teachers’ pedagogical competencies, and used an online learning platform to facilitate the sharing of experiences of using ICT for teaching and learning. This case study demonstrates that innovative pedagogies together with more relevant course content supported by an online learning platform may enhance the effectiveness of a core ICT in education course.     

Science teachers' conceptions of teaching and learning,ICT efficacy,ICT professional development and ICT practices enacted in their classrooms

This study assessed several precursors that might be connected to Information and Communication Technology (ICT) practices enacted in classrooms, namely, science teachers' conception of traditional versus constructivist teaching and learning, their sense of efficacy, ICT efficacy, and ICT professional development. Data were gathered from 303 science teachers. According to the results, constructivist conceptions exerted moderate effects on the teachers' sense of efficacy constructs, which in turn increased their ICT efficacy. Additional results pointed to the positive mediation role of teachers' ICT professional development in linking their ICT efficacy to ICT use for constructivist activities in their science classroom.     

The Virtual Studio

Like many other Higher Education institutions, De Montfort University in Leicester has been experimenting with the use of virtual, on‐line learning and teaching delivery and support in response to by now familiar pressures. These include growth in student numbers, widening access, reduction in unit costs, increased need for flexibility of provision and constructivist ideas about learning. This paper reports on one of these experiments in detail: the creation of a simulated, online photography studio. The move to a virtual simulated studio entailed a radical rethink of the module learning outcomes and activities. Evaluation of the virtual studio reveals that while a very high investment of time and commitment was required by staff, significant savings have been achieved in delivery and student support costs without a reduction in student performance or satisfaction levels. Additional, less tangible, benefits include increases in staff skills and a strong positive impact on academic/technical staff working relationships.     

I don’t need peer support: effective tutoring in blended learning environments for part-time,adult learners

ABSTRACT

Given the rise of social media engagement within society, there are challenges for tutors in blended and online contexts to provide opportunities for social constructivist learning experiences within their institutional learning environments. This article proposes a module approach to teaching, learning and assessment for learners undertaking part-time, vocationally related degrees. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice with data gathered from three principal sources. Interviews with tutors explored their approaches to delivery and considered factors that impacted on quality; students’ perceptions of their learning experiences were assessed using an attitude survey; and an analysis of the content and communications in the virtual learning environment provided insight into tutors’ online practice. Analysis of modules suggested limited online peer-to-peer interaction, with tutors noting the difficulties of promoting engagement. The article argues for a constructivist approach in this context with a need for tutors to promote a simple module structure, focused around assessment, that creates space for learning. This structure appeared appropriate for these learners, enabling them to manage the influence of daily events, together with pressures and time constraints of work. The findings could aid tutors in designing and delivering courses for similar groups of learners.     

A review of pedagogy related to information and communications technology

Abstract

This article reviews research on pedagogies associated with the use of information and communications technology (ICT) in primary and secondary schools. We propose a framework for examining pedagogical practices based on an analysis of the nature of pedagogy as revealed in the literature. In the light of this framework we discuss empirical evidence of the use of different types of ICT in different subjects and phases of education. We identify pedagogical issues associated with ICT use and their implications for teachers' pedagogical reasoning and practices. The evidence suggests that new affordances provided by ICT-based learning environments require teachers to undertake more complex pedagogical reasoning than before in their planning and teaching that incorporates knowledge of specific affordances and how these relate to their subject-based teaching objectives as well as the knowledge they have always needed to plan for their students' learning. In addition the research shows that teachers' beliefs about the value of ICT for learning and the nature of successful learning environments are important in teachers' pedagogical reasoning     

Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: implications for academic development

A growing body of literature on students as partners in learning and teaching offers evidence on which academic developers can draw when supporting, advocating for, or engaging in partnerships. We extend a previous systematic review of the partnership literature by presenting an analysis and discussion of the positive and negative outcomes of partnership, and the inhibitors to partnership. Implications include the importance of academic developers supporting: the relational processes of partnership; institutional or structural change to address resistance; and the potential of partnership to make institutions more equitable and empowering spaces.     

A learner–centred approach to developing team skills through web–based learning and assessment

In traditional face–to–face classrooms, collaborative learning has been endorsed as an effective pedagogy that fosters skills of analysis, communication and higher order thinking. Increasingly, as online learning environments for tertiary learners make use of course support systems, there is greater recognition of the potential of communications technologies to foster dialogue, networking and team skills among learners. Such skills are now among the recognised core attributes that graduates are expected to develop. In face–to–face classroom students learn the skills of collaboration and teamwork by engaging in tasks defined and supervised by a teacher. In online environments teacher presence is often limited to task definition, management and feedback functions. Team skills and collaboration therefore need to be supported though different pedagogies and processes such as establishing a climate of trust and openness, communication protocols, resolution of conflict and group processes that provide sanctions and support. In this paper we describe an innovative approach to building the skills of decision–making and conflict resolution, leadership and clarity in goal setting and communication. A case study of tertiary learners illustrates how the essential aspects of task definition, resources to support group learning and integrated online assessment foster team skills.     

Some effects of information and communications technology on teaching and learning in Iceland

Abstract

In this article the author describes the changing of traditional teaching patterns, how difficult and time-consuming such changing can be and how use of information and communications technology (ICT) may affect that change process. She gives an overview of some effects ICT appears to be having on teaching and learning in the Icelandic educational system. Teaching practices at the compulsory level of schooling in Iceland are described and indications presented on how little they appear to be changing. Effects on teaching practices in teacher education at Iceland University of Education are also discussed, with the trend towards distance education and net-based teaching and learning being by far the most noticeable     

Information and communications technologies (ICT) in higher education teaching—a tale of gradualism rather than revolution

The widespread adoption of information and communications technologies (ICT) in higher education (HE) since the mid 1990s has failed to produce the radical changes in learning and teaching than many anticipated. Activity theory and Rogers’ model of the adoption of innovations provide analytic frameworks that help develop our understanding of the actual impact of ICT upon teaching practices. This paper draws on a series of large‐scale surveys carried out over a 10 year period with distance education tutors at the UK Open University to explore the changing role of ICT in the work of teachers. It investigates how HE teachers in one large distance learning university have, over time, appropriated ICT applications as teaching tools, and the gradual rather than revolutionary changes that have resulted.     

Cultural and organisational issues facing online learning communities of teachers

Collegial sharing and reflection about practice has been widely suggested as an effective form of teacher professional learning. Information and communications technology (ICT) has the potential to foster this professional learning through online community environments. Whilst the potential of self-sustaining online teacher communities to support professional learning through reflective sharing of practice is recognised, the journey to realising this potential is not straightforward. This paper identifies two key aspects of school culture that are acting as barriers on the journey—schools do not adequately value collegial reflective sharing of practice, and classroom teachers do not use online communications tools as an integral part of their professional practices. The paper suggests a framework for maximising participation in online teacher communities.     

Getting the information and communications technology formula right: access + ability = confident use

Abstract

The author reports on a study investigating the use of information and communications technology (ICT) by academic and nonacademic staff at an independent English secondary school. Three key areas were investigated: access to ICT both in and outside the school, the perceived and desired ICT ability of staff, and the issues preventing increased use of ICT in teaching, learning and administration. Results showed that a major challenge facing the school was not access to ICT resources, but the provision of relevant and supportive training for staff     

Using affordances and constraints to evaluate the use of information and communications technology in teaching and learning

Abstract

Evaluating the nature and extent of the influence of information and communications technology (ICT) on the quality of learning is highly problematic, owing to the number and complexity of interacting variables involved in settings for teaching and learning. Yet, for those responsible for allocating large sums of money to the development of ICT in education, it is important to identify, characterise, measure and model more precisely the features and processes through which technology impacts upon teaching and learning activities. This article offers a framework for analysing the effects of ICT in combination with the other factors which may enhance or ameliorate the positive impact of ICT in the classroom and beyond. This framework is applicable to different levels of evaluation, including large scale curriculum development programmes, curriculum and pedagogical change in particular schools, and individual teachers' planning and reflection. Its use in evaluating new ICT-based teaching approaches at classroom level is illustrated and analysed in the context of an in-service teacher education programme in the United Kingdom, and suggestions are made concerning the development of evaluation tools based on the framework     

The effect of learning style on preference for web‐based courses and learning outcomes

As the number of courses offered online increases rapidly, it is important for teachers and institutions to identify specific learner characteristics of successful online students. This paper reports on a study that compared an online group of freshmen computer science majors with an equivalent on‐campus group to find if their individual learning styles play a role in the selection of course delivery mode (online or face to face) and in their academic achievement. No significant statistical differences were detected in learning styles and learning performance between the two groups. Implications for teaching practice and design of learning activities that resulted from this study are discussed.