ICT in the Classroom: Primary Education Student Teachers' Perceptions of the Interactive Whiteboard during the Teaching Practicum

Autor/inn/en	Olivares, Daniela D.; Castillo, Rodrigo R.
Titel	ICT in the Classroom: Primary Education Student Teachers' Perceptions of the Interactive Whiteboard during the Teaching Practicum
Quelle	In: Education and Information Technologies, 23 (2018) 6, S.2309-2321 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Olivares, Daniela D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-018-9716-4
Schlagwörter	Interactive Video; Bulletin Boards; Educational Technology; Technology Uses in Education; Student Teachers; Elementary School Teachers; Technology Integration; Teaching Methods; Foreign Countries; Practicums; Student Teacher Attitudes; Chile + Suchen Sie Ihr Suchwort? Interaktives Video; Wandzeitung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Practicum; Praktikum; Praktika
Abstract	A literature review on perceptions of the interactive whiteboard during the teaching practicum shows that there has been insufficient analysis of student teachers' perceptions of Information and Communication Technology (ICT). However, these perceptions are highly useful to create a full picture of the effectiveness -- and indeed the drawbacks -- of using ICT in the classroom. In this study, we examine and analyse evidence from teaching practica to assess the success of ICT -- specifically the interactive whiteboard -- as a teaching tool, using a qualitative method. The accounts are first-hand, scientific reflections made by student teachers from La Serena, Chile, during their teaching practicum in primary schools; for this reason they are extremely useful in analysing this teaching tool's effectiveness in the classroom. Among the main results for students' perceptions of incorporating technology as part of their training, we found a set of variables for good practice when using the interactive whiteboard, including: incorporating technology as an engaging didactic resource; making the most of technology for improving learning; determining when best to use the whiteboard; and identifying any limiting factors together with students' suggestions for improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01