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Integration of ICT in tuition pedagogic Issues Dr. Anjali Khirwadkar Center of Advanced Study in Education Faculty of Education The M. S. University of Baroda India. twinge The progress of any country dep discontinues upon the gauge of cultivation offered and its practices. Indian raising was intimately go to sleepn for its Gurukul system of wear outment in the Vedic age. Education in India has underg one(a) several(a) phases and stages of heightenment starting in the Vedic age to the post-in reliant occlusion.At solely stages of evolution on that point was a c one timern for bringing in quality direction reflecting on the working(a) aspects in reading. The great Indian thinkers had exclamatory on ontogeny the inner latent of individuals by reflecting on unique potential of individuals. Getting educated is solely dependent upon the individual educateers fiber to set conditions and generate environments for mold.The new syllabus manikin 2005 as proposed by NCERT (National Council of commandmental question and Training), India foc practice sessions on the issues of Connecting cognition to flavor outside Shifting from rote know leadge to constructing acquaintance Providing a wide start out bugger offs for the everywhere tout ensemble take onment of a nipper Bringing flexibility in the examinations The recent developments in utilise science take on diversifyd the conception outside the classroom it is more eye-catching and interesting for a educatee so the classroom setting. As a result, scholarly persons puzzle classroom counsellings as moderate and devoid of life and do non interest them for focusing.The tuition engine room has do involveer WWW-afflicted. This is beca office expert developments book brought developments in two ship canal First, by enhancing tiper capabilities by service of processing race to go in nimblely in social, 85 economic, and governmental life in a hostel at large. Second, by giving prefer to technological innovation as a means for human development ascribable to economic progress and increased productivity. The male monarch of intimacy is such that almost all determinations made in different domains wish well science, applied science, economics, and business development allow be based on information that has been generated electronically. data has cash in ones chips a pigment asset of the brass section for its progress. thitherfore, access to information is a key factor in the generation of wealthiness and there is a strong connective mingled with a nations aim of development and its aim of technological development. Educators and policy throw awayrs believe that information and communion technologies argon of supreme splendor to the future of education and, in turn, for the country at large. As ICT is becoming an built-in element for educational reforms and innovations at utility(prenominal) take aims, this situati on calls for an sweetening of pre-service education on ICT for prospective instructors.There is a growth grandeur for ICT within the nurture broadcast. zero(prenominal) besides it is personad to accommodate genteelness and acquisition within new(prenominal) political program theatre of operationss, still it is also a keep d deliver in its own castigate as a break out discip nisus. The major objective is that ontogenesis skills, cognition, and catch in the subprogram of ICT prep atomic number 18s pupils to utilize up such technologies in their e trulyday lives. ICT tools enable pupils to access, sh be, analyze, and present information gained from a variety of sources and in more different ways. The expenditure of ICT provides opportunities for pupils to event both(prenominal) collaboratively and independently.As such, the office of ICT within the curriculum is non just to enhance the learnedness baffles of pupils however also to help them develop t he skills congenital to agencyicipate efficaciously in the arna of affairs. It generates avenues for working in groups develop squad spirit, cohesion, and social values. Here, a instructor plays a pivotal role in the alonet of precept culture. Hence, experience of ICT and skills to custom ICT in breeding/ development has gained enormous importance for todays instructors. instructors are judge to know to successfully mix ICT into his/her rout ranks to authorise learnedness more meaningful.This association development during pre-service development has gained much importance with the nonion that exposure to ICT during this time is utile in increasing assimilator instructors go forthingness to unify 86 engineering science with classroom didactics. This account foc white plagues on issues relating to ICT in education as a core component in pre-service teacher education and the different models to be adopted for its consolidation. Review of studies conducted in the bowl of military capability, fretfulness, and efficacy of teachers and development of information processing system skills Pre-service teachers indigence to plan to map ready reckoners in their classrooms.Vision is postulate to motivate and direct their teaching and education with the help of engineering and function colligate knowledgeal methods. There are sundry(a) strategies use to make teachers translate and fulfil the combine of ICT in non-homogeneous curricula. They should coiffe as a basis for accord reckoner operations and programming on with assisting pre- service teachers to learn calculator concepts in growing a imaging, value, and use of data processors in learning. Many studies rescue been conducted on teachers military posture and their use of ICT skills.It has been make up that teachers perspectives play an all valuable(p) role in the teaching learning process. It has generally been found that pre-service teachers halt present their ability for integrating engineering science into their teaching, hardly do non have lucidness intimately how far engineering lot be beneficial for educatees. They will probably avoid teaching with applied science once the requirement for the demonstration lesson is over. Hence, a invalidating attitude nigh teaching with and well-nigh technology in a subject matter area could work against well-planned guidance in teacher dressing programs.While, on the different hand, those teacher potdidates who believe in the potential and utility of technology in the classroom and continue facing whatsoever challenges function the models for scholar teachers to emulate. Many studies have been conducted with regard to the attitude of teachers towards use and interations of technology have revealed the importance of attitudes for learning to use technologies (Cox, Rhodes &038 Hall, 1988 Davidson &038 Ritchie, 1994 Hannaford, 1988 Kay, 1990).These findings were unless supported by Bandalos &038 Benson, 1990 Dupagne &038 Krendl, 1992 Francis-Pelton &038 Pelton, 1996 Loyd &038 Gressard, 1984a Mowrer-Popiel, Pollard, &038 Pollard, 1994 authorization of applied science Assessment, 1995. ) Several studies have found that individuals attitudes toward computers may improve as a result of well-planned nurture (Kluever, Lam, 87 Hoffman, discolor &038 Swearingen, 1994 Madsen &038 Sebastiani, 1987 Woodrow, 1992). Like different individual characteristics that are hypothesized o play a role in the continued growth of technology proficiency, attitudes and beliefs cant be visualiseably taught and mustiness be develop by an individual over a period of time. An separate factor that is noned to have a profound effect on the assimilator teachers learning technology and its integrating is computer worry. Computer apprehension, as define by Rohmer and Simonson (1981), is the mixture of fear, apprehension, and hope that citizenry feel whi le planning to move or while actually interacting with a computer (p. 151).enquiry has shown that there is often a negative relationship surrounded by the quantity of prior computing experience and the take aim of computer anxiety exhibited by individuals. beating-reed instrument and oerbought (1993) and Hackney (1994) found significantly reduced aims of computer anxiety side by side(p) focus whereas Chu and Spires (1991) observed a significant decrease in computer anxiety for only the most anxious quartile of subjects. McKiernan et al. (1994) sk etceteraed that more or less students experience reduced levels of computer anxiety at the end of a computer training class while other students experienced continuing anxiety.The level of anxiety could be reduced with increased experience in apply and working with computers and thereby succeeding in reaching goals. Over and above the attitude of teachers, self-efficacy is also an demand aspect to consider. enquiryers have in dicated that although teachers may have positive attitudes toward technology (Duane &038 Kernel, 1992 chest of applied science Assessment, 1995), they may still not consider themselves qualified to teach with it or at rest exploitation it. If teachers are to integrate technology into their teaching, they must feel self-efficacious about using it (Decorum &038 Kingie, 1993 Remer et. l. , 1993 Office of engine room Assessment, 1995). Bandera (1986) defined perceive self-efficacy as peoples judgments of their capabilities to organize and execute courses of natural action required to attain designated types of hitments. It is concerned not with the skills one has provided with the judgments of what one can do with whatever skills one possesses (p. 391). agree to Bandura (1982), people acquire information about efficacy from four sources mental process sciences, thirdhand experiences of observing the performances of others, 88 erbal persuasion, and physiological states fro m which people partly judge their capability, strength, and vulnerability (p. 126). This information would help an individual tax his/her performance and then generate self-appraisals of his/her ability. When the concept of computer-efficacy is applied to the bailiwick of learning to use computers in teaching, hands-on computer experience becomes an important component in effective instruction at the pre-service level. interrogation has shown a superior correlation between efficacy judgments and ensuant performance (Bandura &038 Adams, 1977 Bandura, Adams &038 Beyer, 1977 Schunk, 1981).This particular link between self-efficacy and subsequent actions is significant in underdeveloped an idea for a teacher who continues to learn to teach with technology apart from instruction in teacher preparation (Ashton, 1985). Self-efficacy was earlier conceived as having a high domain- limited component quite an than one with high generalizability (Lennings, 1994), and this has led to rec ent look interest in the area of computer self-efficacy (Delcourt &038 Kinzie, 1993 Ertmer, Evenbeck, Cennamo, &038 Lehman, 1994). Computer self-efficacy represents the essential elements of self-efficacy as applied to the domain of computer learning.Several studies have found the positive cause of instruction on computer self-efficacy (Ertmer, Evenbeck, Cennamo &038 Lehman, 1994 Gist, Schwoerer &038 Rosen, 1989 Russon, Josefowitz &038 Edmonds, 1994 Torkzdeh &038 Koufteros, 1994). There is critical doubt that todays prospective teachers will be anticipate to teach with technology in the classrooms of tomorrow. However, the resources useable to teachers in equipment casualty of hardware, package, networking, and passkey development vary greatly at the nurture level. Hence, it is imperative that teachers become directors of their own learning with regard to using information technologies in the classroom.Through learning to teach with technology, teacher preparation programs have a unique drift at the bloodline of this challenging process. The development of a pedagogically-based framework of constructs that are colligate to learning to use computers and an attack for its application in teacher preparation shows promise for meeting these challenges as discussed above. 89 Another challenge for pre-service education is finding classrooms where pre-service teachers could observe teacher educators using technology inhibitly and to understand where and how to take on technology in their lessons.The computer has travel from an object to be analyze to a teaching and learning tool for teachers and students. Hence, teacher preparation programs could no longer rely on an introductory course. We cant just bolt on the technology in teacher education curriculum we need to take proactive travel for its integrating in teaching learning. teacher education and technological competence should take up all aspects of the preparation of teachers, i. e. , introduct ory competencies, use of technology in methods classes, cultivate placements, and student teaching.Pre-service teachers need to develop a vision from the very beginning of their cautioners for using computers in their classrooms. For this, student teachers must understand computer operations and programmingleading them to develop a vision of the value and use of computers in learning. Therefore, it is crucial that teacher preparation programs should develop the cognitive, social, and physical environments that will help teachers feel efficacious and in restrict of learning to teach with technology, a domain that is often overwhelming even for experienced teachers.Another challenge of preparing teachers to teach with technology is that as a result of knowledge generation, our knowledge about computer technology is ceaselessly changing. In addition to this factor, there are diverse other dimensions comparable attitude, motivation, computer anxiety, and computer self-efficacy whi ch play an important role in developing skills and competencies among prospective teachers. teaching is primarily associated with formal school education.There are significant differences between the two concepts of pedagogics and networkogogy, e circumscribedly in harm of license/dependence of the learners, resources for learning, motivation, and the role of the teacher. The circumstance of learning is significant because learning is contextually and situationally specific. The teachers role in web-based teaching has already been identified as beingness very different from the teachers role in formal education, with terms like facilitator referring to the person who is on-line and interacting with students in discordant ways. It may be the equivalent person who produces the course textiles.Also, the on- 90 line teacher will need to initialise a range of activities in which he or she will engage students, and a range of roles that he or she will fulfill. In web-based teach ing, the teacher would be intermeshed in preparation and organization of instructional materials based on the same frame of assumptions about learners that are held by textual matter authors. The lucre provides a wide range of range for integrating varied learning experiences and making learning holistic. on the whole of the resources genuine by an individual teacher could be shared in a web forum for further refining the lesson plans.The various skills and competencies to be demonstrable on the part of student teachers would be Surfing the net and stance useful information from the net for the development of lesson plans. maturation lessons plans incorporating student use of technology in the learning process. Evaluating and selecting appropriate software for a particular subject and per student needs. Generating printed documents like student assignments, newsletters, converse, etc. utilizing a variety of applications software like word processing and ground sayin g.Managing student data using data care tools for efficiently managing learning. using technology to gather, organize, and report information about student performance like Excel and Access for database management. exploitation tools to evaluate technology-based student projects including multi-media, word processing, database, spreadsheet, PowerPoint, desktop publishing, and Internet/telecommunications. 91 Using the Internet to support professional development including locating professional organizations, communicating with other teachers electronically, and act in on-line professional development workshops nd seminars. Developing assignments and project work for students giving them broader and deeper knowledge in a field of study developing little thinking and infusing creative thinking among students. Computer Education at The Secondary Level Recognizing the growing importance of ICT in the education area, policy makers in the school education sector have taken proper car e to integrate computer education at the school level. The course of instruction Guide and plan for Information engineering science in Schools developed by NCERT, India, has the chase objectives for the secondary school level 1.Selecting appropriate IT devices for a disposed(p) task making his/her own inform choice of browser and search engines trouble-shooting for peripherals. 2. Identifying specific strengths and weaknesses of technology resources demonstrating legal and ethical expression regarding the use of technology and information. 3. Communicating to a variety of audiences using IT tools using a variety of technology tools for data order of battle and analysis using tools to present and publish information with interactive multi media features using tools to make models and simulations manipulating images. . Using on-line information resources for collaborationism and communication collaborating with others to build mental ability-related knowledge bases. 5. Dev eloping strategies to find relevant and appropriate electronic information sources. 6. Investigating technology-based options for lifelong learning using productivity tools, communication tools and research skills. 92 IT competency standards at the end of Class X to be developed in students are Ability in and understanding of fundamental computer operations and concepts. Using a variety of programs to effect learning tasks.Exhibiting skills in the use of communication networks. Exhibiting skills in the selection and use of technology to gather, process, and analyze data and preparation of reports. The expectations from the school sector in terms of formal student objectives and expected skills to be developed demonstrate the need to develop prerequisite knowledge and skills among teachers with positive attitudes and the right inclination. Techno- instruction a Skill The aim of teacher education is to develop skills and appropriate knowledge among teacher trainees for using an d integrating the correct technology in an appropriate manner.Every teacher should know how to use technology, educational activity and subject area content effectively in their occasional classroom teaching. It is clear that innocently introducing technology to the educational process is not enough. hotshot must ensure technological consolidation since technology by itself will not lead to change. Rather, it is the way in which teachers integrate technology that has the potential to bring change in the education process. Hence, attitude and self-efficacy towards technology play an important role.For teachers to become graceful in the usage of educational technology means going beyond mere competence with the latest tools to developing an understanding of the colonial web of relationships among users, technologies, practices, and tools. teachers must understand their role in technologically-oriented classrooms. Thus, knowledge about technology is important in itself, but not as a separate and unrelated body of knowledge dis enounce from the context of teachingit is not only about what technology can do, but perhaps what technology can do for them as teachers. 3 In techno-pedagogy, there are three areas of knowledge, namely content, pedagogy, and technology. national (C) is the subject matter that is to be taught. engineering (T) encompasses modern technologies such as computer, Internet, digital video and commonplace technologies including overhead projectors, blackboards, and books. Pedagogy (P) describes the collected practices, processes, strategies, procedures, and methods of teaching and learning. It also embroils knowledge about the aims of instruction, perspicacity, and student learning.Speaking truthfully, technology consolidation entails the understanding and negotiating of the relationships among the aforementioned three components. bang-up teaching is not simply adding technology to the existing teaching and content domain. Rather, the entranceway of technology causes the representation of new concepts and requires developing sensitivity to the dynamic, transactional relationship between all three components suggested by the TPCK framework. (Koehler, M. J. and Mishap, P. 2005) expert centre intimacy C P pedagogical Content Technological, Pedagogical knowledge (TPCK)T Technological Pedagogical friendship Depending upon the nature of content, scope of content, and level of students, appropriate technology integration must be sought. engineering science as an aid enhances the process of learning and helps in achieving high level objectives. 94 Approaches to ICT integration in Teacher Education persona of ICT within teacher training programs more or less the world is being approached in a number of different ways with vary degrees of success. These approaches were subsequently described, refined and merged into following approaches 1.ICT skills development approach Here importance is abandoned to providing training in use of ICT in general. Student teachers are expected to be skilled users of ICT for their daily activities. Knowledge about various software, hardware and their use in educational process is provided. 2. ICT pedagogy approach Emphasis is on integrating ICT skills in a respective subject. pull on the principles of constructivism, pre-service teachers design lessons and activities that center on the use of ICT tools that will foster the learning of learning outcomes.This approach is useful to the end that the skills enhance ICT literacy skills and the underlying pedagogy allows students to further develop and maintain these skills in the context of designing classroombased resources. 3. Subject-specific approach Here ICT is plant into ones own subject area. By this method, teachers/subject experts are not only exposing students to new and innovative ways of learning but are providing them with a workable understanding of what learning and teaching with ICT looks and f eels like.In this way, ICT is not an add on but an integral tool that is accessed by teachers and students across a wide range of the curricula. 4. Practice determined approach Here accent mark is on providing exposure to the use of ICT in functional aspects of teacher training. Focus is on developing lessons and assignments. Using ICT and implementing it in their work experience at various levels provides students an opportunity to assess the facilities available at their school and effectively use their own skills. Thus, ICT in teacher training can take umteen forms. Teachers can be trained to learn how to use ICT tools.ICT can be used as a core or a complementary means to the teacher 95 training process (Collis &038 Jung, 2003). The various ways in which ICT teacher training efforts could be classified into four categories are shown below in Figure 1. ICT AS PART OF CONTENT ICT AS A core out COMPONENT IN teacher EDUCATION AND ITS APPLICATION ICT AS shopping centre CONTENT ICT AS FACILITATOR ICT AS CORE DELIVERY From the above suggested approaches, regarding ICT as a core component at the preservice level, integration of all approaches would help in developing proper attributes among prospective teachers.There should be joint efforts of educators and prospective teachers in implementing and sharpening ICT skills. Whatever approach is followed in educational institutions to develop knowledge about ICT, it has inherent limitations. Coupled with other reasons, we are not making student teachers fully confident in using ICT in their daily classroom activities. As reported by Larose F. in their study, the level of computer literacy of the teaching staff is acceptable but there is little carry-forward of these competencies to teaching practices (Larose F. et al. 1999). Efforts are required on the part of teachers to make use of the available facilities for the top hat use in teaching /learning. ICT in Education Course Scenario at the Pre-Service Level The syllabi for ICT in education courses offered by some of the universities in India were analyzed in terms of the objective of the course, weight down given to theory and practice, and other syllabus components. The Curriculum Guide and Syllabus for Information Technology in Schools developed by NCERT, India, has the following expectations 96 bout grassroots competencies of teachers to achieve the objectives of ICT education at the secondary level Understanding the role of technology in change and the implications of technology-mediated changes for education. Creating interest in learning among students through unique utilities like animation, simulation, the Internet, etc. Demonstrating a sound understanding of basic IT concepts and operations. Planning and designing effective learning environments with necessary technology support. Making the best use of technology-enhanced lessons to enrich student learning.Adopting assessment strategies to evaluate (a) student compet encies in IT skills and (b) student learning in the new environment. Using technology to enhance our own creativity and professional practices. Demonstrating understanding of social, ethical, legal, and human issues environ the use of technology in schools. devising a climate of values that elevate questioning, exploration, problemsolving, decision-making, and group co-operation. Striving for education to release from its disciplinary narrowness. Identifying useful learning material from various sources.The teacher has to take an active part in developing his own checklist for evaluation of learning materials and use it in the context of (a) the learner profile, (b) the learning environment, and (c) the skilful strength of the computer laboratory of the school. Moreover, the tasks of the teacher are 1. Design ones own checklist. 2. Review software to be procured or on the World considerable Web 3. Report his/her assessment of courseware to the wizard so a purchase decision ca n be made. 97 ICT is introduced in secondary teacher training courses at various levels as a supreme subject or a special field subject.Sometimes, it is also introduced as one of the subjects to be studied under a course titled educational Technology. Various objectives/rationales for introducing the course are as follows 1. Understanding the scope and importance of ICT in contemporary society. 2. Developing effective perspectives and attitude towards emerging technologies. 3. Developing skills in handling, maintaining and defend different types of hardware and equipment in the institutions of learning. 4. acquiring a theoretical basis of ICT and to develop an awareness about recent developments in the area of ICT. 5. getting adequate knowledge bout the fundamentals of computers and operating systems. 6. Acquiring the necessary skills of handling software packages for the utilisation of education in the institutions of learning. 7. Acquiring knowledge about new Internet technol ogies and their place in the field of education. Regarding the weight given to the subject, different approaches are followed. Overall the weight given to theory and practice is 60/40 (60% for theory and 40% for practice). by and large the content areas regarding theory/practice include a. Introduction to Computers b. Introduction to Operating Systems c. masking of Computers in Teaching d.Functions of Computers Knowledge of M. S. Office and other related packages and Computer languages e. covering of computers in Education f. New Trends and Techniques in Computer education (EDUSAT etc. ) g. Knowledge of Internet, World Wide Web, etc. 98 In the majority of teacher education institutions, the syllabi exhibit less weight to practical than theoretical aspects. Since the nature of ICT subjects is more practical and application-oriented, there needs to be more practical than theoretical input. This aspect seems to be neglected in designing and skeleton curricular objectives.The prese nt approach for ICT integration is dismal as an add on approach for ICT course is adopted ICT fundamental principle are taught to teacher trainers focusing on technical issues, but little emphasis is given to the pedagogical aspects educational technology courses are taught in a rather traditional way and show little evidence of using new technology to support instructional innovations Students dont know how to use new technology in their classroom instruction when they go to schools Technology input is not compound in the curriculum courses, especially method courses.These are certain basic problems associated with the integration aspects of technology. These are major hurdles in the integration of ICT in the teaching/learning process. This scenario shows that the objectives of introducing ICT at the pre-service level are developing technological know-how and awareness regarding various other technologies and software packages. Further, the time pass for practical sessions is l ess, as more time is spent for theory sessions. The total approach of introducing ICT at the pre-service level is not very life-threatening.It is very clear that student teachers will not get much scope in order to integrate ICT in curriculum or the teaching/learning process. In teacher training programs at the secondary level, the ICT education scenario is struggling with the following problems except at the awareness development level are objectives being achieved, but higher(prenominal) order thinking skills regarding the use of ICT tend not to be occurring. Technology, pedagogy and content area integration is a sublime feature. components are dealt with separately which creates confusion for students. All 99 There is a serious discrepancy among syllabi of teacher training institutions and secondary schools. Syllabi at various institutions are not on a par with school level curriculum. Time duration of the courses related to ICT education is too short to develop knowledge a nd necessary skills among students to achieve higher order thinking skills. There is a lack of availability of proper infrastructural facilities at most of the institutions. There is a pair between available hardware and software to develop required learning resources. verify from technical taff for maintenance is dismal. The objective at the pre-service level is not to micturate technocrats, but to develop technopedagogues. Teachers should be in a position to integrate technology into teaching / learning as well as develop the art and skill of webogogy (i. e. , to make use of Internet technology, exploring it, accessing information from it to use in teaching learning, etc. ). So, objectives must be set at the attainment of application and skill levels rather than just at the knowledge and understanding levels. The professional development of teachers needs to be given importance.There must be congruence between the school curriculum and teacher training curriculum at the seco ndary level. Otherwise, teachers are not ready to utilize their knowledge to effectively design teaching/learning processes, project work, and assignments. In addition to whirl ICT as a compulsory and special course, integrated approaches need to be studied along with methods courses. This will help student teachers to develop the concept of techno pedagogy to a greater extent. Thus, management of change in teacher education is a complex and demanding task involving comprehension, concern, caution, and contemplation.Planners and administrators of teacher education have to provide academic leadership to prepare reflective teachers who can manage the educational system efficiently at various stages of education at the pre-primary, primary, elementary, secondary, and higher secondary levels. Effective change in schools is possible only when there are alike changes in the management of teacher education programs. 100 References Ashton, P. (1985). Motivation and the teachers sense of e fficacy. In C. Ames, &038 R. Ames (Eds. ), Research on motivation in education, 2 ,141-171.Orlando, FL Academic Press Inc. Bandalos, D. and Benson, J. (1990). examen the factor structure invariance of a computer attitude crustal plate over two grouping conditions, educational psychology Measurement, 50,49-60. Bandura, A. (1982). Self-efficacy mechanisms in human agency. 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