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    Pre-service teachers' TPACK and experience of ICT integration in schools in Malaysia and New Zealand (2014)

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    Type of Content
    Theses / Dissertations
    UC Permalink
    http://hdl.handle.net/10092/9856
    http://dx.doi.org/10.26021/9659
    Thesis Discipline
    Education
    Degree Name
    Doctor of Philosophy
    Publisher
    University of Canterbury. School of Educational Studies and Leadership
    Collections
    • Education, Health and Human Development: Theses and Dissertations [804]
    Authors
    Nordin, Hasnizashow all
    Abstract

    Information and communication technologies (ICT) are common in schools worldwide in the 21st century, in both developed and developing countries. A number of initiatives have been made in the development of ICT related training in Initial Teacher Education (ITE) programmes. These initiatives aim to develop future teachers’ ability to teach and deliver the school curriculum, including using ICT in the classroom. Sufficient field experience is essential since the process of undergoing such placements would prepare them in creating new ideas and implementing strategic ways as to how they can effectively incorporate the use of ICT in their lesson plan, class management, and in teaching.

    The key research question in this study is “Do pre-service teachers in a New Zealand and a Malaysian ITE programme use their field experience to develop their potential to integrate ICT in schools and, what are the similarities and differences between these case studies?” Effective use of ICT in teaching and learning requires the teacher to understand how ICT weaves with pedagogy and content. The Technological, Pedagogical Content Knowledge (TPACK) theoretical framework introduced by Mishra and Koehler (2006) clarifies the need to understand and develop TPACK to inform integration of ICT in teaching.

    This research provides two case studies of ICT in ITE in the Asia Pacific region, one in a developed country, New Zealand, and the other in a developing country, namely Malaysia. Both case studies are of ICT in an ITE programme with a particular focus on field experience in secondary schools, within which there are embedded cases of ITE students. This study illustrates how pre-service teachers’ experience and development of ICT knowledge and skill and their understanding of TPACK can support an increase in their teaching competencies. This research provides evidence that field experience is important to support pre-service teachers to develop their teaching competencies with ICT and understanding of TPACK in ways that are transferable into their own practice. This study has also contributed to increased reliability and validity of TPACK instrumentation. The comparative findings of the New Zealand and Malaysian case studies indicate the importance of a range of contextual factors, which suggest that the Initial Teacher Education programme, school curriculum and ICT availability as well as student maturity contribute to the development of TPACK.

    Keywords
    TPACK; ICT; e-learning; initial teacher training; preservice teacher education; field experience; practicum; comparison; New Zealand; Malaysia
    Rights
    Copyright Hasniza Nordin
    https://canterbury.libguides.com/rights/theses
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