Issues, Challenges and Needs of Student Science Teachers in Using the Internet as a Tool for Teaching

Autor/inn/en	Twidle, John; Sorensen, Peter; Childs, Ann; Godwin, Janet; Dussart, Molly
Titel	Issues, Challenges and Needs of Student Science Teachers in Using the Internet as a Tool for Teaching
Quelle	In: Technology, Pedagogy and Education, 15 (2006) 2, S.207-221 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
Schlagwörter	Preservice Teacher Education; Foreign Countries; Science Teachers; Internet; Use Studies; Performance Factors; Barriers; Industrial Psychology; Questionnaires; Interviews; User Needs (Information); Student Teacher Attitudes; Computer Uses in Education; Instructional Material Evaluation; United Kingdom + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Benutzerschulung; Leistungsindikator; Betriebspsychologie; Industriepsychologie; Fragebogen; Interviewing; Interviewtechnik; Benutzerbedürfnis; Computernutzung; Großbritannien
Abstract	In recent years there has been a strong emphasis on the value of various applications of information and communication technology as tools to support teaching and learning. One tool that has been given prominence is the Internet and in order to attain Qualified Teacher Status in England, student teachers are required to demonstrate an ability to use remote databases, such as those provided through the Internet, to support their teaching. However, the experience of the collaborating researchers, working with student teachers in five different higher education institutions, suggests that use of the Internet remains limited. This research project sought to examine current attitudes and practice amongst student secondary science teachers. In particular, factors promoting or hindering the use of the Internet in the classroom were investigated, alongside views concerning what might constitute good pedagogy. The results indicate that most student teachers are making at least some use of the Internet and see its value in promoting learning. However, many issues arose in addition to those which were simply related to lack of resources or technical difficulties. Thus the disparate nature of the material on the Internet and a perception of limited information about effective pedagogy, coupled with a shortage of role models to demonstrate successful use, were also identified as important barriers to their development of effective use of the Internet. The implications of this for initial teacher education programmes are discussed and suggestions for development and further research outlined. (Contains 9 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10