Relationship between Pre-Service and Practising Teachers' Confidence and Beliefs about Using ICT

Autor/inn/en	Jamieson-Proctor, Romina; Finger, Glenn
Titel	Relationship between Pre-Service and Practising Teachers' Confidence and Beliefs about Using ICT
Quelle	In: Australian Educational Computing, 21 (2006) 2, S.25-33 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0816-9020
Schlagwörter	Teacher Attitudes; Gender Differences; Student Teachers; Student Teacher Attitudes; Computer Uses in Education; Educational Technology; Technology Integration; Teaching Methods; Self Esteem; Foreign Countries; Elementary School Teachers; Secondary School Teachers; Comparative Analysis; Australia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Geschlechterkonflikt; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Computernutzung; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Self-esteem; Selbstaufmerksamkeit; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien
Abstract	ICT curriculum integration is the apparent goal of an extensive array of ICT initiatives in all Australian states and territories. However, the reported impact of ICT use by teachers on learning and teaching is by no means consistent. Explanations offered for this in the literature include the influence of teacher confidence and expertise, and teacher beliefs about the potential for ICT to make a difference to student learning, as well as issues around teacher professional development, school technological infrastructure and technical support along with the need for leadership. This paper re-analyses data sets from two previously unlinked studies to investigate the relationship between pre-service and practising teachers' confidence in using ICT with students and beliefs about the extent to which computers can improve student learning outcomes. The results show that differences between male and female teachers in their confidence to use ICT with students are not a reflection of undergraduate teacher beliefs about computers. Gender differences would appear to emerge post-graduation. The results from this study warrant further investigation into why female teachers are less confident than their male colleagues and therefore why their students use ICT less frequently than students of more confident male teachers. Given that 70% of the teaching workforce in Queensland state schools is female, this has major implications for student use of ICT. (Contains 10 tables.) (As Provided).
Anmerkungen	Australian Council for Computers in Education. P.O. Box 1255, Belconnen, ACT 2616, Australia. Tel: +61-3-9349-3733; Fax: +61-3-9349-5356; Web site: http://www.acce.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10