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

Hdl Handle:
http://hdl.handle.net/10149/96763
Title:
The impact of synchronous inter-networked teacher training in Information and Communication Technology integration
Authors:
Martin, S. (Stewart); Vallance, M. (Michael)
Affiliation:
Durham University. School of Education.
Citation:
Martin, S. and Vallance, M. (2008) 'The impact of synchronous inter-networked teacher training in Information and Communication Technology integration', Computers and Education, 51 (1), pp.34-53.
Publisher:
Elsevier
Journal:
Computers and Education
Issue Date:
Aug-2008
URI:
http://hdl.handle.net/10149/96763
DOI:
10.1016/j.compedu.2007.04.001
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.
Type:
Article
Language:
en
Keywords:
competencies; ICT frameworks; synchronous networking; teacher training; good learning
ISSN:
0360-1315
Rights:
Author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 19/04/2010]
Citation Count:
2 [Scopus, 19/04/2010]

Full metadata record

DC FieldValue Language
dc.contributor.authorMartin, S. (Stewart)en
dc.contributor.authorVallance, M. (Michael)-
dc.date.accessioned2010-04-19T09:50:41Z-
dc.date.available2010-04-19T09:50:41Z-
dc.date.issued2008-08-
dc.identifier.citationComputers and Education; 51 (1): 34-53en
dc.identifier.issn0360-1315-
dc.identifier.doi10.1016/j.compedu.2007.04.001-
dc.identifier.urihttp://hdl.handle.net/10149/96763-
dc.description.abstractThis 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.en
dc.language.isoenen
dc.publisherElsevieren
dc.rightsAuthor can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 19/04/2010]en
dc.subjectcompetenciesen
dc.subjectICT frameworksen
dc.subjectsynchronous networkingen
dc.subjectteacher trainingen
dc.subjectgood learningen
dc.titleThe impact of synchronous inter-networked teacher training in Information and Communication Technology integrationen
dc.typeArticleen
dc.contributor.departmentDurham University. School of Education.en
dc.identifier.journalComputers and Educationen
ref.citationcount2 [Scopus, 19/04/2010]en
or.citation.harvardMartin, S. and Vallance, M. (2008) 'The impact of synchronous inter-networked teacher training in Information and Communication Technology integration', Computers and Education, 51 (1), pp.34-53.-
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