Learning as Students to become Better Teachers: Pre-Service Teachers' IWB Learning Experience

Autor/inn/en	Divaharan, Shanti; Koh, Joyce Hwee Ling
Titel	Learning as Students to become Better Teachers: Pre-Service Teachers' IWB Learning Experience
Quelle	In: Australasian Journal of Educational Technology, 26 (2010) 4, S.553-570 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Preservice Teacher Education; Educational Technology; Teaching Methods; Units of Study; Preservice Teachers; Reflection; Teamwork; Visual Aids; Computer Assisted Instruction; Technology Integration; Classroom Communication; Teacher Attitudes; Instructional Effectiveness; Education Courses; Student Attitudes; Content Analysis; Electronic Publishing; Web Sites; Singapore + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Lerneinheit; Anschauungsmaterial; Computer based training; Computerunterstützter Unterricht; Klassengespräch; Lehrerverhalten; Unterrichtserfolg; Fortbildungskurs; Schülerverhalten; Inhaltsanalyse; Elektronisches Publizieren; Web-Design; Singapur
Abstract	The study presented in this paper involved 124 Singaporean pre-service teachers who were attending a core information and communications technology (ICT) module, which is a component of their teacher education program. During this module, the pre-service teachers were introduced to the interactive whiteboard (IWB) through an instructional approach that consisted of tutor modeling, self-paced exploration, peer sharing, and team-based design projects. The pre-service teachers experienced the IWB first as "students" and then explored it as teachers planning for implementation in their lessons. Qualitative data of pre-service teachers' reflections was collected to analyse their perceptions of the IWB use in their lessons and to examine how they learnt to use the board. The findings illustrated that pre-service teachers predominantly felt that the IWB was useful for engaging students in the learning process and for generating active participation vis-a-vis the interactive affordances of the board. The findings also revealed that learning about technology in teams was most useful for the successful assimilation of a technology tool that was new and unfamiliar to pre-service teachers. This paper examines how the existing IWB instructional approach can be modified to help pre-service teachers learn pedagogical uses of the IWB more effectively. (Contains 2 tables and 4 figures.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10