Activity Theory as a conceptual framework for understanding teacher approaches to Information and Communication Technologies

While the issue of teachers’ perspectives on the barriers to technology use has received considerable attention, teacher concerns have not been studied in a systematic and holistic way. The present paper examines teacher concerns regarding a proposed technology-based innovation using Activity Theory as a theoretical framework. Fifty-one teachers participated in an inservice blended learning course in which a real-life Computer Supported Collaborative Learning example was presented and subsequently discussed in the online forum. The teachers were asked under which conditions they thought Computer Supported Collaborative Learning could be incorporated into their daily practices. Teacher concerns were identified through their online posts. Time and curriculum constraints were reported by teachers as the main obstacles to the proposed technological innovation. The examination of these obstacles using Activity Theory helped to identify three major contradictions in teachers’ activity system: (a) within the object of activity, (b) between the mediational means and the object of activity and (c) between the current and the proposed object. These contradictions are discussed from the perspective of Activity Theory and their implications for the design and implementation of technology are drawn.     

IT in teacher training in France

Abstract To understand what is going on in France at the moment in the domain of computers and related communication technologies in teacher training, there are two major developments that have to be kept in mind. Firstly, the ways of becoming a teacher in France underwent major changes in 1991. It is therefore too early to come to general conclusions about the effects of this reform in the field of new information technologies. Secondly, French IT in schools policy has shifted from a large-scale centralized equipment operation, which provided microcomputers in each school from 1985 to 1987, to a more regional management of equipment funding, with less national piloting in the field. This paper describes what happened during the previous period and what is taking place now. With matters still evolving the paper represents a snapshot rather than an exhaustive survey; such a survey remains to be done.     

Information technology: building structures in initial teacher training to develop effective practitioners

Abstract It was reported at a recent conference, that staff of teacher training institutions are less willing than teachers to collaborate in the use of information technology in the curriculum. Teacher trainers will discuss, promote and research innovation in this area but this activity seems unable to influence how teacher training programmes are themselves delivered. This paper examines how one teacher training institution is trying to embed information technology in the pedagogy of its courses in ways that enable student teachers to re-construct similar learning experiences in the classroom on teaching practice.     

Telematics and on‐line teacher training: the Polaris Project

The link between distance learning and telematics is becoming ever stronger, yielding new solutions to old problems, innovative educational resources and new teaching/learning models. One of the most innovative and promising fruits of this relationship is on‐line education, notably a process whereby all the participants (teachers, tutors and students) are linked up in a computer network; the effect of this is the creation of a fully‐fledged learning community in which all individuals take an active part and make a valuable contribution to the group. The aim of the paper is firstly to outline the distinctive characteristics of on‐line education methodology and secondly to examine the POLARIS project, which proposes an experimental approach for in‐service teacher training based on intensive use of computer mediated communication according to the principles of on‐line education.     

The lack of electronic communications in initial teacher training

Abstract Recent reports have highlighted the lack of Information Technology (IT) in UK initial teacher training (ITT). In contrast, the new guidelines from the UK Council of Accreditation of Teacher Education state that all students must be able to use IT personally and the National Curriculum (NC) for England and Wales has highlighted its presence across the curriculum. Electronic communications are a part of the NC and a means to locate teaching materials. This paper reports on a survey of electronic communications in ITT. It found that although most ITT institutions have these services only about 10% of students are exposed to them. The publication of databases on compact disk is expected to improve the situation. Additional action is recommended to improve uses of electronic communication which involve a phone line.     

Computer-supported collaborative learning with digital video cases in teacher education: The impact of teaching experience on knowledge convergence

Case-based learning is ascribed high potential with respect to the education of pre-service teachers as well as the further education of experienced in-service teachers, as it can provide opportunities for the application of professional knowledge to authentic classroom situations. In addition to the application and acquisition of knowledge, the aspect of knowledge convergence (i.e., increasing similarity of collaborative learners with respect to their knowledge) should be taken into account when homogeneous benefits are desired for all participants of a case-based training. A field study with 29 pre-service teachers and 24 in-service teachers from adult education was conducted to examine effects of different levels of teaching experience on knowledge application, knowledge acquisition, and knowledge convergence in a computer-supported collaborative case-based learning environment. An innovative approach to measuring knowledge convergence was introduced, using the positions of annotations (i.e., flags placed on the timeline of the case video) made by learners during their case analyses as an indicator of their shared focus of attention. This measure was found to positively correlate with the application and acquisition of professional knowledge. Teaching experience affected both processes and outcomes of case-based learning, suggesting different means of instructional support for pre-service and in-service teachers.     

Communication patterns during synchronous Web-based military training in problem solving

The nature of communication among geographically dispersed groups of learners using text messaging in a military training environment was assessed. A total of 6601 acts of chat were coded into one of three interaction content categories (social, task, or technology-related) and analyzed for frequency and relative change over time. Results indicated shifting patterns of interaction over the 6-month course; while technology concerns gradually diminished, on task discussion peaked in the middle months and social interactions were higher at the start and end of the training. Overall, student chats were categorized as on-task 55%, social 30%, or technology-related 15%. Examples of chats and focus group data indicated that there was an emphasis on fostering student problem solving within the online course.     

Information technology, informatics and pre-service teacher training

Abstract  Over the past ten years, information technology (IT) has evolved considerably and computers in schools have become increasingly commonplace in France. However, technological subjects aside, any claim that their use has become integrated into every subject would be questionable. Limiting factors do exist, such as the place of IT in curricula. In order to advise their students to use technological devices, teachers must first be convinced that it is advantageous. Teacher training in IT is therefore essential. This paper reports the results of a quantitative study, undertaken in a French University institute for teacher training (IUFM), which was conducted to ascertain students' initial knowledge and opinions regarding IT. Overall, although their level of expectations was high, the initial level of their competency was low. The integration of IT into teacher-training thus appears problematic.     

A comprehensive four-stage framework for evaluation of Information Communication Technologies for Development interventions

ABSTRACT

In spite of almost three decades of efforts in the domain of Information Communication Technologies for Development (ICTD), the validity and effectiveness of the relationship between ICT and D (Development) are not clear, perhaps due to a lack of a comprehensive framework for evaluating ICTD interventions. Comprehensive evaluation of ICTD interventions is, however, difficult as its outcomes are often intangible in nature. The aim of this paper is to develop a comprehensive evaluation framework for ICTD interventions with a specific focus on “D” aspects of these interventions. This work does not focus only on “impact” evaluation of ICTD interventions but also considers other key aspects of project life cycle in the evaluation process. To develop this framework, we draw inspirations from the domains of “program evaluation” and “IS evaluation” and further refine it with learnings from previous ICTD studies. The result of this exercise is a four-stage framework with each stage containing details of assessment points and key considerations that need to be covered in the context of an ICTD intervention. The framework is then validated using an existing case study drawn from the ICTD literature. The applicability and benefits of the framework are then discussed in the light of this case study.     

The Xanadu project: training faculty in the use of information and communication technology for university teaching

Abstract Technology‐enhanced learning (TEL) methodologies are becoming an important part of University teaching but faculty members have tended to shy away from using them. So, how can they be enticed to use them effectively? What approaches can be used? The purpose of the Xanadu project was to analyse the problems involved and to propose a model for training, based on experimentation at the University of Turin. Besides providing a model, this article will deal with the follow‐up, particularly regarding the faculty members' initial approach to using information and communication technology (ICT), as well as examine the motives and conditions influencing their choices. In this sense, the project has enabled us to come to a better understanding of the typical misconceptions leading teachers to favour methodological approaches based on the distributive use of ICT (which are considered less demanding to manage), rather than networked collaborative interaction, which actually involve students more. In this regard, Xanadu has shown how teachers' awareness may be developed towards adopting a wide range of TEL approaches through both gradual training (project‐oriented with a basic and an advanced course) and with the help of a graduate assistant capable of following e‐content development and online collaborative activities. The effectiveness of the method may be confirmed by the large number of faculty members continuing to use ICT to support their teaching despite having no specific university TEL projects.     

The effective teacher and computers

Abstract Effective teachers sensitively and flexibly control those conditions of learning that can be arranged, try to influence or at least take into account less manageable conditions, and recognize that their teaching effectiveness depends also on inquiry into their own patterns of thought and action. Computers do not 'think' this way. Nor do they respond sensitively to changing conditions and subtle student cues that signal a need to use a different teaching approach. Computers, therefore, cannot replace the teacher, but are a useful tool to help arrange the conditions of learning in certain teaching situations. These situations are discussed in the light of what we know about effective teaching.     

The changing picture of IT experience in post-graduate teacher training

Abstract  The level and kind of Information Technology (IT) experience which our Postgraduate Certificate of Education (PGCE) students bring with them when they start their training is changing rapidly. This paper compares the IT experience and perceived training needs of two cohorts of primary and secondary PGCE students two years apart, 1989/90 and 1991/92. Many of the findings of the first survey were replicated in the second: there was comparatively little use of computers outside word processing and databases, and there were significant differences between primary and secondary student teachers, and between men and women in their perceptions of their own training priorities. There was a small increase in the degree of importance attached to most training priorities but the only one found to be significantly more popular was 'teaching information technology to students'. Comparing the two cohorts, it was found that there had been large increases in the degree of exposure to IT at work and at college, and significant increases in the use of word-processing, spreadsheets, desk top publishing and graphics programs. Analysis of the responses of students under 25 showed that the use of computers in schools was having an increasingly important effect.     

IT in education and teacher education in Australia

Abstract Responsibility for education at all school levels in Australia is the constitutional prerogative of the states and territories while almost all the funds are produced via Commonwealth taxation. On the other hand, university education, including those faculties responsible for teacher education, come directly under Commonwealth control. These arrangements have been questioned often, particularly in terms of assuring the Commonwealth that 'they are getting value for their money'. In recent years, there has been a number of moves towards a more national approach to education and many of these have incorporated statements concerning the role of technology in education. This paper sets the context of these developments as they have impinged on teacher education and provides specific examples from two institutions.     

空间通信与星际组网技术的发展

目前,人类对太空利用的不断发展对空间通信与组网技术提出了更高的要求,为了更深入地研究空间通信与组网,对深空中的通信和组网技术的研究进展进行了描述,梳理了空间通信与组网相关的技术标准和协议,列举了2个典型的空间通信开发实例;对深空网络、IPN和DTN技术及其研究进展进行了综述,以期对空间通信与组网技术的研究提供一定的帮助。     

Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology

Student teachers should be prepared to integrate information and communication technology (ICT) into their future teaching and learning practices. Despite the increased availability and support for ICT integration, relatively few teachers intend to integrate ICT into their teaching activities (e.g., Ertmer, 2005). The available research has thus far mainly focused on isolated teacher related variables to explain the weak level of ICT integration. Also, most of this research was set up in Western settings. The present study centers on the impact of Chinese student teachers’ gender, constructivist teaching beliefs, teaching self-efficacy, computer self-efficacy, and computer attitudes on their prospective ICT use. For this purpose, a survey was set up involving student teachers from four Normal Universities in China (N = 727). Results show that prospective ICT integration significantly correlates with all teacher related variables, except for gender. Building on the results of a path analysis model, prospective ICT integration could be directly predicted on the base of teacher thinking variables (constructivist teaching beliefs, teacher self-efficacy, computer self-efficacy and computer attitudes in education), and indirectly by the gender of the student teachers. Implications for teacher education and further research are discussed.     

The impact of self-efficacy and perceived system efficacy on effectiveness of virtual training systems

This study developed and tested a research model which examined the impact of user perceptions of self-efficacy (SE) and virtual environment (VE) efficacy on the effectiveness of VE training systems. The model distinguishes between the perceptions of one's own capability to perform trained tasks effectively and the perceptions of system performance, regarding the established parameters from literature. Specifically, the model posits that user perceptions will have positive effects on task performance and memory. Seventy-six adults participated in a VE in a controlled experiment, designed to empirically test the model. Each participant performed a series of object assembly tasks. The task involved selecting, rotating, releasing, inserting and manipulating 3D objects. Initially, the results of factor analysis demonstrated dimensionality of two user perception measures and produced a set of empirical validated factors underlining the VE efficacy. The results of regression analysis revealed that SE had a significant positive effect on perceived VE efficacy. No significant effects were found of perceptions on performance and memory. Furthermore, the study provided insights into the relationships between the perception measures and performance measures for assessing the efficacy of VE training systems. The study also addressed how well users learn, perform, adapt to and perceive the VE training, which provides valuable insight into the system efficacy. Research and practical implications are presented at the end of the paper.     

Consumer participation in the development of modular computing in-service training: a case study

Abstract Technological and curricular developments place great demands upon school teachers and need to be underpinned by appropriate in-service training (INSET). The introduction of a new funding mechanism for INSET (Grant-related in-service training — GRIST) seems, inter alia, to recognize a role for class-room practitioners in the identification of specific training needs. The paper describes how one institution (Lancashire Polytechnic) has involved teachers and lecturers in INSET course development in the domain of Computing. This has been an attempt to more finely tune courses to meet their in-service training needs. Consideration is given to the product(s) of these efforts.     

Online or face‐to‐face? Experimenting with different techniques in teacher training

Abstract   This paper illustrates a 5-year case study (from 2001 to 2005) regarding a course in educational technology that involved from 100 to 150 student teachers per year for a total of more than 500 trainees. Since the first version of the course, which was entirely based on a face-to-face approach, computer mediated collaborative learning techniques have gradually been introduced into the training program. The paper outlines the main problems faced in the various versions of the course, where different combinations were experimented with, and discusses the solutions adopted. The difficulties concern the demands of a large, diversified population and the methodological problems related to the non-neutrality of the introduction of online learning in the socio-cultural and organizational context of the study. The solutions include a highly flexible course design and a good balance and strict integration between traditional and online training techniques in the delivery of the course and in the assessment of trainees. Finally, we suggest possible directions for further research aimed at facilitating the infusion of online techniques in initial teacher training.     

The role of social presence in learner-centered communicative language learning using synchronous computer-mediated communication: Experimental study

This study aimed to clarify the relationship between media, learners’ perception of social presence, and output in communicative learning using synchronous computer-mediated communication (SCMC). In this study, we developed four types of SCMC: videoconferencing (image and voice), audioconferencing (voice but no image), text chat with image (image but no voice), and plain text chat (no image and no voice). Each system allows learners to be conscious of and utter a target formulaic expression. I investigated the effect of each system on psychological perception and productive output as well as the relationship between perception and output. The results show that image and voice promote consciousness of natural communication and relief, while a text-mediated system enhances confidence in grammatical accuracy. In order to clarify the relationship between media, affective side, and output, path analysis was conducted using SPSS Amos 7.0. The results indicated that voice communication strongly affects both learners’ affective side and output. The existence of a partner’s image enhances the consciousness of natural communication, which leads to a number of self-corrections, an aspect of learning performance. However, voice communication has a negative effect on confidence in grammatical accuracy.