An investigation into how ICT is used in teaching and learning by Initial Teacher Educators on the Primary BEd and PGCE courses in the School of Education at a British University
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AbstractThe purpose of this study was to explore the use of ICT in teaching and learning by initial teacher educators, on Primary PGCE and BEd courses, in one British university. The aim was to determine what and where good practice with ICT already existed on the Primary education courses and to identify points of action to make improvements. The world now is technology-rich and as such beginning teachers need to be prepared for the ever-changing demands of ICT in their future careers in schools, especially as their pupils are becoming ever-more digitally 'native'. This study wanted to find out what it meant to use ICT well in teaching and learning on an Initial Teacher Education course for the primary age ranges. It also wanted to ascertain the barriers to the successful embedding of ICT into the curriculum of the Primary education course. Finally, it sought to make recommendations to the case study institution as to what and how improvements could be made. The research was carried out through a thorough review of current literature as well as an analysis of the policy documents at both a local and national level. Staff who taught on the Primary education courses completed a questionnaire which allowed them to comment on their attitudes, views and usage of ICT in their teaching and learning. These results were then cross-referenced to PGCE students' evaluations of the ICT on their course, from the previous year. It was found that ICT in teaching and learning should be made explicit through the sharing of aims for learning. These aims should include as a minimum, coverage through subject areas of national curriculum for ICT for Key Stages 1 and 2, allowing students to see how ICT is supported in a particular field. Also, the curriculum should include the explicit modelling of ICT for teaching and learning in university sessions and also including activities for school experience which will strengthen students' understanding further. This will involve a curriculum review. In order to ensure that staff are competent, both at a personal level and for their embedding of ICT in their curriculum planned CPO at an appropriate level and in a meaningful context will be necessary, on an ongoing basis to keep up with the changes in technology. This would be supported by time for collaboration between colleagues to develop ideas for the curriculum.
PublisherUniversity of Bedfordshire
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