Abstract
To meet the increasing demand for change in the infusion of ICT pedagogy in education a nationwide project was launched in Greece on May 2008. An INSET course for primary school teachers in the pedagogy of ICT in classroom instruction. The writer, aimed to study the teachers’ views about certain aspects of the training experience in terms of the teacher-trainees’ acquisition of ICT competencies as well as of any successful implementation of ICT pedagogic practices in classroom instruction through the identification of any actual observable changes in the teachers’ profiles during and after the training course. It appeared that the development and promotion of ICT pedagogic activities in the class are closely linked to the identification and successful handling of the teachers’ diverse profiles on ICT in education during the training sessions and the in class instruction practices.
Similar content being viewed by others
References
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: advances in technological pedagogical content knowledge (TPCK). Computers and Education, 52(1), 154–168.
Barab, S. A., Baek, E., Schatz, S., Scheckler, R., & Moore, J. (2008). Illuminating the braids of change in a web-supported community. In A. E. Kelly, R. A. Lesh, & J. Y. Baek (Eds.), Handbook of design research methods in education (pp. 321–353). New York: Routledge.
Commission of the European Communities Lisbon (March 2000). Designing tomorrow’s education—Promoting innovation with new technologies.
Cox, M., Preston, C., & Cox, K. (1999). What factors support or prevent teachers from using ICT in their classrooms? In: British Educational Research Association Annual Conference, University of Sussex at Brighton, September 1999.
Demetriadis, S., Barbas, A., Molohides, A., Palaigeorgiou, G., Psillos, D., Vlahavas, I., Tsoukalas, I., & Pombortsis, A. (2003). ‘Cultures in negotiation’: teachers' acceptance/resistance attitudes considering the infusion of technology into schools. Computer Education, 41, 19–37.
Dodontis, Trapsioti, & Hatsioulis. (2008). IT Teacher training. It happened. Accomplished? Exploring the views of trainees for their participation in a training program of specialization. 5th conference on ICT in education Syros Greece.
Dowling, P. C., & Brown, A. J. (2010). Doing research/reading research: Reinterrogating education. London: Routledge.
Ertmer, P. A., Richardson, J., Cramer, J., Hanson, L., Huang, W., Lee, Y., et al. (2005). Professional development coaches: perceptions of critical characteristics. Journal of School Leadership, 15(1), 52–75.
Fisher, T. (2006). Educational transformation: is it like “beauty” in the eye of the beholder, orwill we know it when we see it? Education and Information Technologies, 11, 293–303.
Fullan, M., & Stiegelbauer, S. (1991). The new meaning of educational change. New York: Teachers College Press.
Goodwyn, A., Clarke, S., & Adams, A. (1997). The future curriculum in English and it: how teachers and student-teachers view the relationship. Journal of Information Technology for Teacher Education, 6(3), 227–239.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223–252.
i2010 in context: ICT and Lisbon Strategy http://ec.europa.eu/information_society/eeurope/i2010/ict_and_lisbon/index_en.htm.
Jimoyannis, A. and Komis, V. (2006) Examining teachers’ beliefs about ICT in education: implications of a teacher preparation programme. Journal of Teacher Development, 11(2), 149–173.
Jimoyannis, A., & Komis, V. (2007). Examining teachers’ beliefs about ICT in education: implications of a teacher preparation programme. Journal of Teacher Development, 11(2), 149–173.
Kalogiannakis, M. (2010). Training with ICT for ICT from the trainer’s perspective. A Greek case study. Education and Information Technologies, 15(1), 3–17.
Karagiorgi, Y., & Charalambous, K. (2006). ICT in-service training and school practices: in search for the impact. Journal of Education for Teaching, 32(4), 395–411. doi:10.1080/02607470600981995.
Kastis, N. (2004). Professional development for teachers and quality in school education. In A. Aviram & J. Richardson (Eds.), Upon what does the turtle stand? (pp. 121–134). Netherlands: Kluwer.
Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77, 575–614.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Mueller, J., Wood, E., Willoughby, T., Ross, C., & Specht, J. (2008). Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. Computers and Education, 51, 1523–1537.
Nasir, N. S., & Hand, V. (2008). From the court to the classroom: opportunities for engagement, learning and identity in basketball and classroom mathematics. Journal of the Learning Sciences, 17(2), 143–180.
Novak, G. M., Patterson, E. T., Gavrin, A. D., & Christian, W. (1999). Just-in-time teaching: Blending active learning with web technology. Upper Saddle River: Prentice Hall.
PI (2011) 5199/27-7-2011 Action: New School, 21st Century School Pilot implementation.
Roehrig, G. H., Kruse, R. A., & Kern, A. (2007). Teacher and school characteristics and their influence on curriculum implementation. Journal of Research in Science Teaching, 44, 883–907.
Rogers, E. (1995). Diffusion of innovations. The Free Press.
Saiti, A., & Saitis, C. (2006). In-service training for teachers who work in full-day schools. Evidence from Greece. European Journal of Teacher Education, 29(4), 455–470.
Sfard, A., & Prusak, A. (2005). Telling identities: in search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14–22.
Somekh, B. (2008). Factors affecting teachers’ pedagogical adoption of ICT. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 449–460). New York: Springer.
Subramaniam, K. (2007). Teachers’ mindsets and the integration of computer technology. British Journal of Educational Technology, 38, 1056–1071.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Amanatidis, N. Unveiling the teachers’ profiles through an INSET (in service training) course of Greek primary school teachers in the pedagogy of ICT (information and communications technology) in-classroom instruction. Educ Inf Technol 20, 221–240 (2015). https://doi.org/10.1007/s10639-013-9275-7
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-013-9275-7