Pre-Service Training and ICT Implementation in the Classroom: ELT Teachers' Perceptions

Autor/in	Zyad, Hicham
Titel	Pre-Service Training and ICT Implementation in the Classroom: ELT Teachers' Perceptions
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 12 (2016) 3, S.4-18 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	Foreign Countries; Teaching Methods; Educational Technology; Technology Uses in Education; Technology Integration; Teacher Education Programs; Pedagogical Content Knowledge; Technological Literacy; Likert Scales; Questionnaires; Middle School Teachers; Secondary School Teachers; High Schools; Teacher Attitudes; Student Centered Learning; Morocco + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pädagogische Kompetenz; Technisches Wissen; Likert-Skala; Fragebogen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; Oberschule; Lehrerverhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Marokko
Abstract	This paper aims to explore practicing teachers' perceptions of the approach adopted in their preservice training programs with regard to educational technology. The paper also investigates the extent to which the teachers employ technology to accomplish pedagogical goals as well as the instructional methodology they embrace when they use ICT in the classroom. The thrust of the argument in the current study is that the way practicing teachers use educational technology is reflective of the inadequacy of the pre-service training programs that still insist on disentangling ICT from pedagogy and content. Informed by TPACK, a four-section, five-point Likert scale questionnaire was administered to 56 ELT practitioners in middle and secondary education in the province of El-Jadida. It was found that the integration of technology, pedagogy and content was left to the discretion of the teachers. This approach resulted in limited ICT implementation for instructional purposes and inconsistent interpretations of how ICT can best be used in the classroom. Although the teachers reported that they embraced a student-centered methodology while using ICT, they also fell back on teacher-centered instructional principles. On the basis of the results obtained, a number of implications will be offered for an effective ICT-oriented ELT teacher education. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site: http://ijedict.dec.uwi.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01