The impact of synchronous inter-networked teacher training in Information and Communication Technology integration |
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Authors: | Stewart Martin Michael Vallance |
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Affiliation: | 1. School of Education, Durham University, Leazes Road, Durham, United Kingdom;2. Department of Media Architecture, Future University, 116-2 Kamedanakano-cho, Hakodate, Hokkaido, Japan |
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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. |
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Keywords: | Teacher training Synchronous networking Good learning Competencies ICT framework |
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