The impact of synchronous inter-networked teacher training in Information and Communication Technology integration

Stewart Martin, Michael Vallance

Research output: Contribution to journalArticleResearchpeer-review

Abstract

This paper summarises the outcomes of research that recorded and interpreted change in pre-service teachers' pedagogical beliefs when immersed in unique synchronous networked collaboration. The pre-service teachers were involved in the design and implementation of synchronous networked tasks, supported by the theoretical and pragmatic application of 'informed' Information and Communications Technology (ICT) integration. The pre-service teachers' use of digital technology graduated from a didactic, broadcast delivery of information to more constructivist strategies that involved interaction, collaboration and 'good' learning. Moreover, the pre-service teachers gained competencies during a 12-week programme that led to the development of a suggested framework for ICT task development able to effectively promote and support improvements in learning.
Original languageEnglish
Pages (from-to)34-53
JournalComputers and Education
Volume51
Issue number1
DOIs
Publication statusPublished - 2008

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teacher training
communication technology
information technology
Communication
teacher
broadcast
didactics
learning
pragmatics
interaction

Cite this

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The impact of synchronous inter-networked teacher training in Information and Communication Technology integration. / Martin, Stewart; Vallance, Michael.

In: Computers and Education, Vol. 51, No. 1, 2008, p. 34-53.

Research output: Contribution to journalArticleResearchpeer-review

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