Skip to main content
SpringerLink
Log in

Designing Teacher Education Programs that Produce ICT Ready Graduates

  • Conference paper
  • First Online:
Computers Supported Education (CSEDU 2016)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 739))

Included in the following conference series:

  • 870 Accesses

Abstract

Teacher education providers have an important role to play in preparing the next generation of teachers to be able to use ICT in their future teaching practice. Government reports and research have consistently argued that graduates are ill-prepared in their use of ICT [1]. In Australia an increasing regulatory environment means that teacher education providers need to design programs that target the attainment of specific ICT professional standards. To contribute to the discussion of ICT challenges in teacher education, this small-scale study investigated where 69 pre-service teachers acquired the ICT skills/resources commonly used in primary and secondary schools. Findings suggest that many of the generalized skills/resources were learned in their everyday life prior to undertaking their teaching program, and that they acquired a lesser number through their university coursework and/or professional experience placements. A number of implications for teacher education conclude this paper.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Australian Government Department of Education, Action now: Classroom ready teachers - Report of the Teacher Education Ministerial Advisory Group (TEMAG) (2015)

    Google Scholar 

  2. Jordan, K., Compton, L.: Pre-service teacher ICT skill-set: not a simple issue. In: EdMedia: World Conference on Educational Media and Technology, Kona, Hawaii, 19–22 October 2015, pp. 799–806, Waynesville, North Carolina, United States (2015)

    Google Scholar 

  3. Bakir, N.: An exploration of contemporary realities of technology and teacher education: Lessons learned. J. Digital Learn. Teach. Educ. 31(3), 117–130 (2015)

    Article  Google Scholar 

  4. Haydn, T.: How do you get pre-service teachers to become ‘good at ICT’ in their subject teaching? The views of expert practitioners. Technol. Pedagogy Educ. 23(4), 455–469 (2014)

    Article  Google Scholar 

  5. Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., Ottenbreit-Leftwich, A.: Preparing pre-service teachers to integrate technology in education: a synthesis of qualitative evidence. Comput. Educ. 59(1), 134–144 (2012)

    Article  Google Scholar 

  6. Henderson, M., Bellis, N., Cerovac, M., Lancaster, G.: Collaborative inquiry: Building pre-service teachers’ capacity for ICT pedagogical integration. Aust. Educ. Comput. 27(3), 69–75 (2013)

    Google Scholar 

  7. Pearson, J.: Information and communications technologies and teacher education in Australia. Technol. Pedagogy Educ. 12(1), 39–58 (2003)

    Article  Google Scholar 

  8. Downes, T., Perry, B., Sherwood, C.: IT in education and teacher education in Australia. J. Comput. Assist. Learn. 11(1), 23–34 (1995)

    Article  Google Scholar 

  9. Department of Education Employment and Workplace Relations (DEEWR): Hot topic: ICT in pre-service teacher training: strategic ICT advisory service. Education.au limited, SA (2009)

    Google Scholar 

  10. Ertmer, P.A.: Addressing first-and second-order barriers to change: strategies for technology integration. Educ. Tech. Res. Dev. 47(4), 47–61 (1999)

    Article  Google Scholar 

  11. Ertmer, P.A., Ottenbreit-Leftwich, A., York, C.S.: Exemplary technology-using teachers: perceptions of factors influencing success. J. Comput. Teach. Educ. 23(2), 55–61 (2006)

    Google Scholar 

  12. Mirzajani, H., Mahmud, R., Ayub, A.F.M., Wong, S.L.: A review of research literature on obstacles that prevent use of ICT in pre-service teachers’ educational courses. Int. J. Educ. Literacy Stud. 3(2), 25 (2015)

    Google Scholar 

  13. Cheal, J., Geer, R., White, B.: The preparedness of pre-service teachers to use ICT in the classroom. In: Australian Teacher Education Association, pp. 1–8 (2012)

    Google Scholar 

  14. Albion, P., Redmond, P.: Teaching by example? Integrating ICT in teacher education. In: Proceedings of the 2008 Australian Computers in Education Conference, Australian Council for Computers in Education (2008)

    Google Scholar 

  15. Prensky, M.: Digital natives, digital immigrants part 1. Horizon 9(5), 1–6 (2001)

    Article  Google Scholar 

  16. Bennett, S., Maton, K., Kervin, L.: The ‘digital natives’ debate: a critical review of the evidence. Br. J. Edu. Technol. 39(5), 775–786 (2008)

    Article  Google Scholar 

  17. Selwyn, N.: The digital native-myth and reality. In: Aslib Proceedings, pp. 364–379. Emerald Group Publishing Ltd (2009)

    Google Scholar 

  18. Finger, G., Jamieson-Proctor, R., Cavanagh, R., Albion, P., Bond, T., Fitzgerald, R., Romeo, G., Lloyd, M.M.: Teaching teachers for the future (TTF) project TPACK survey: summary of the key findings. Aust. Educ. Comput. 27(3), 13–25 (2012)

    Google Scholar 

  19. Redmond, P., Albion, P., Maroulis, J.: Intentions v reality: preservice ICT integration during professional experience. In: Society for Information Technology & Teacher Education International Conference, Phoenix, USA, 1–5 Mar 2005, pp. 1566–1571 (2005)

    Google Scholar 

  20. Delaney, S., Trapani, F., Chandler, P., Redman, C.: Contemporary practices of technology and its affordances: perceptions of pre-service teachers on the utilization of technology in teaching and learning practice. In EDULEARN14 Proceedings, pp. 2472–2481 (2014)

    Google Scholar 

  21. Steketee, C.: Integrating ICT as an integral teaching and learning tool into pre-service teacher training courses. Issues Educ. Res. 15(1), 101–113 (2005)

    Google Scholar 

  22. Mishra, P., Koehler, M.: Technological pedagogical content knowledge: a framework for teacher knowledge. Teach. Coll. Rec. 108(6), 1017–1054 (2006)

    Article  Google Scholar 

  23. Harris, J., Mishra, P., Koehler, M.: Teachers’ technological pedagogical content knowledge and learning activity types: curriculum-based technology integration reframed. J. Res. Technol. Educ. 41(4), 393–416 (2009)

    Article  Google Scholar 

  24. Grove, K.J.: Student teacher ICT use: field experience placements and mentor teacher influences. In: OECD ICT and Teacher Training Expert Meeting, Paris, France, October (2008)

    Google Scholar 

  25. Zeichner, K.: Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. J. Teach. Educ. 61(1–2), 89–99 (2010)

    Article  Google Scholar 

  26. Darling-Hammond, L.: Teacher education and the American future. J. Teach. Educ. 61(1–2), 35–47 (2010)

    Article  Google Scholar 

  27. Brown, D., Warschauer, M.: From the university to the elementary classroom: students’ experiences in learning to integrate technology in instruction. J. Technol. Teach. Educ. 14(3), 599 (2006)

    Google Scholar 

  28. Martinovic, D., Zhang, Z.: Situating ICT in the teacher education program: Overcoming challenges, fulfilling expectations. Teach. Teach. Educ. 28(3), 461–469 (2012)

    Article  Google Scholar 

  29. Department of Education and Early Childhood Development (DEECD): The ePotential Survey Questions. http://epotential.education.vic.gov.au/webdata/ePotential%20User%20Guides%20Survey%20Questions.pdf

  30. Kay, R.A.: Formative analysis of how preservice teachers learn to use technology. J. Comput. Assist. Learn. 23(5), 366–383 (2007)

    Article  Google Scholar 

  31. Australian Institute for Teaching and School Leadership (AITSL): Accreditation of initial teacher education programs in Australia: standards and procedures. Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA), Carlton South, Vic (2011)

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. RMIT, Melbourne, Australia

    Kathy Jordan & Jennifer Elsden-Clifton

Authors
  1. Kathy Jordan
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jennifer Elsden-Clifton
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Kathy Jordan .

Editor information

Editors and Affiliations

  1. University of Salerno, Fisciano, Italy

    Gennaro Costagliola

  2. Ulster University, Belfast, United Kingdom

    James Uhomoibhi

  3. University of Denver, Denver, Colorado, USA

    Susan Zvacek

  4. Carnegie Mellon University, Pittsburgh, Pennsylvania, USA

    Bruce M. McLaren

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this paper

Cite this paper

Jordan, K., Elsden-Clifton, J. (2017). Designing Teacher Education Programs that Produce ICT Ready Graduates. In: Costagliola, G., Uhomoibhi, J., Zvacek, S., McLaren, B. (eds) Computers Supported Education. CSEDU 2016. Communications in Computer and Information Science, vol 739. Springer, Cham. https://doi.org/10.1007/978-3-319-63184-4_21

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-63184-4_21

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-63183-7

  • Online ISBN: 978-3-319-63184-4

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation