ICT Implementation in Colleges of Education: A Framework for Teacher Educators

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Autor/inn/en	Forkosh-Baruch, Alona; Avidov-Ungar, Orit
Titel	ICT Implementation in Colleges of Education: A Framework for Teacher Educators
Quelle	In: Journal of Information Technology Education: Research, 18 (2019), S.207-229 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-9714
Schlagwörter	Information Technology; Schools of Education; Models; Teacher Educators; Program Implementation; Foreign Countries; Teacher Attitudes; Preservice Teachers; Preservice Teacher Education; Technology Integration; Pedagogical Content Knowledge; Educational Innovation; Technology Uses in Education; Student Attitudes; Adoption (Ideas); Teacher Educator Education; Technological Literacy; Israel + Suchen Sie Ihr Suchwort? Informationstechnologie; Erziehungswissenschaftliche Fakultät; Analogiemodell; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Ausland; Lehrerverhalten; Lehramtsstudiengang; Pädagogische Kompetenz; Instructional innovation; Bildungsinnovation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; Ideas; Ideenfindung; Technisches Wissen
Abstract	Aim/Purpose: The study aims to evaluate Information and Communication Technology (ICT) implementation in academic colleges of education. The article offers a conceptual framework for ICT implementation within teacher education in the information era, which combines an array of frameworks and addresses the needs of teacher education. Background: The study examines the components of ICT implementation within the training as perceived by teacher educators in these colleges, their attitudes towards the contribution of ICT for teaching and learning, and the available conditions and resources in these colleges for ICT implementation in teaching. Methodology: A mixed methodology of quantitative and qualitative nature was utilized. A questionnaire was developed including a set of sequential steps. The sample that responded to the questionnaire included 615 faculty members, which were approximately 25% of the population of lecturers in 8 colleges of education. Contribution: The results enabled insights regarding success and challenges in the implementation of the computerization program. It supplies policymakers as well as practitioners with updated data and enables evidence-based decision-making. Findings: Use of ICT by faculty shows two key factors: basic ICT use and advance collaborative use. Use in teacher training was divided into 5 factors: information management, advanced technological methods, project-based learning, display of information, and learning organization. Two factors were related to the students' use of ICT in their teaching: integrating ICT in classroom activity, and usage for distance learning. Recommendations for Practitioners: Recommendations for practitioners include empowering the efficiency of ICT implementation, thereby transforming teaching and learning; training preservice teachers to utilize advanced ICT tools that encourage collaboration, problem-based learning; utilization of the tool developed and used in this study for decision-making and assessing ICT implementation in teacher training; and highlighting the role of the teacher educator as a major factor in translating educators' beliefs and modelling for students. Recommendation for Researchers: Recommendations for researchers include identifying the possibilities of utilizing the proposed tool in their research and development plans within their teacher training institutes, as a means of assessing the nature of ICT implementation in their teacher education programs. Impact on Society: ICT implementation in education has an impact on the future generation of students, as citizens of the knowledge society and lifelong learners. Teacher educators are at the heart of this process; hence, developing and implementing a tool to measure as well as encourage a paradigm shift in teaching and learning is of utmost importance. Future Research: Future research should include examining the utilization of the developed tool in diverse contexts, as well as using it as an indicator for comparing ICT implementation processes and models between institutes, and for examining the implementation process from a longitudinal point of view, from pre-service education throughout the TPD (Teacher Professional Development) as an in-service teacher. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01