From Placement to Practice: Factors Affecting the Classroom ICT Integration of Pre-Service Teachers

Simple item page
dc.contributor.authorHayes, Sally
dc.date.accessioned2021-04-28T01:54:24Z
dc.date.available2021-04-28T01:54:24Z
dc.date.issued2018en
dc.description.abstractTechnological progress has resulted in unprecedented access to technology in education. While this removes the age-old issue of information and communications technology (ICT) availability for pre-service teachers, it does not remove the need to meaningfully integrate technology into their practice. Three areas of influence significantly impact the self-efficacy of pre-service teachers and, therefore, their ability to effectively use technology. The first, initial teacher education, should provide technological, pedagogical, and content knowledge (TPACK) initiatives to prepare trainees for practice, alongside mentors who are themselves competent in ICT integration. The second, schools and school communities, must provide relevant professional development around ICT use alongside a positive and open-minded culture around ICT use in the school, as well as addressing issues of access for students in lower socioeconomic areas. Finally, the pre-service teacher themselves must maintain an open mind and a constructivist pedagogical perspective to increase their own self-efficacy and successfully integrate technology into their future practice.en
dc.identifier.urihttps://hdl.handle.net/10092/101817
dc.identifier.urihttp://dx.doi.org/10.26021/10871
dc.language.isoen
dc.publisherUniversity of Canterburyen
dc.rightsCreative Commons Attribution 4.0 International License.en
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectpre-service teacheren
dc.subjectteacher educationen
dc.subjectdigital pedagogyen
dc.subjectefficacyen
dc.subjectTechnology integrationen
dc.subject.anzsrcField of Research::13 - Educationen
dc.titleFrom Placement to Practice: Factors Affecting the Classroom ICT Integration of Pre-Service Teachersen
dc.typeJournal Articleen
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
7 Hayes Journal of Initial Teacher Inquiry_2018_Volume 4-7.pdf
Size:
133.29 KB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Journal of Initial Teacher Inquiry: Journal Articles