Advertisement

Education and Information Technologies

, Volume 15, Issue 1, pp 3–17 | Cite as

Training with ICT for ICT from the trainee’s perspective. A local ICT teacher training experience

  • Michail Kalogiannakis
Article

Abstract

The introduction of ICT (Information and Communication Technologies) presents new challenges for teachers and often meets with their belief that ICT, as well as other changes present a factor, which can cause several changes in school. Although there have been many education reforms regarding teachers’ training policy in recent years and the number of training programs has been increased, they have not been able to satisfy teachers’ needs to a substantial degree. In this research the results from an exploratory study conducted within the framework of a national training programme in Greece on ICT known as "In-service teacher training in the use of ICT in Education" are presented. Based on a specially constructed questionnaire intended for the educators, this research elicits teachers’ attitudes towards this programme. Some of the main results point out the preparedness of these teachers to use ICT in the daily school practice. Furthermore, they expressed their wish for further in-training programmes concerning the pedagogical development of the ICT use in class practice.

Keywords

In-service training Teachers ICT Greece 

References

  1. Baron, G. -L., & Harrari, M. (2005). ICT in French primary education, twenty years later: infusion or transformation? Education and Information Technologies, 10(3), 147–156. doi: 10.1007/s10639-005-2994-7.CrossRefGoogle Scholar
  2. Chen, Q., & Chang, C. (2006). Using computers in early childhood classrooms teachers’ attitudes, skills and practices. Journal of Early Childhood Research, 4(2), 169–188. doi: 10.1177/1476718X06063535.CrossRefGoogle Scholar
  3. Chrysos, M. (2000). Government policy on teacher evaluation in Greece: Revolutionary change or repetition of the past? Education Policy Analysis Archives, 8(28) Available on line: http://epaa.asu.edu/epaa/v8n28.html, last visit 30/09/2008.
  4. Condie, R., Simpson, M., Payne, F., & Gray, D. (2002). The impact of ICT initiatives on Scottish schools. Glasgow: University of Strathclyde.Google Scholar
  5. Cuban, L. (1990). Reforming again, again and again. Educational Researcher, 19(1), 3–13.Google Scholar
  6. Cuban, L. (2001). Oversold and underused: computers in the classroom. Cambridge: Harvard University Press.Google Scholar
  7. Demetriadis, S., Barbas, A., Molohides, A., Palaigeorgiou, G., Psillos, D., Vlahavas, I., et al. (2003). ‘‘Cultures in negotiation’’: Teachers’ acceptance/resistance attitudes considering the infusion of technology into schools. Computers & Education, 41(1), 19–37. doi: 10.1016/S0360-1315(03)00012-5.CrossRefGoogle Scholar
  8. Drenoyianni, H. (2004). Designing and implementing a project-based ICT course in a teacher education setting: rewards and pitfalls. Education and Information Technologies, 9(4), 387–404. doi: 10.1023/B:EAIT.0000045295.26962.8a.CrossRefGoogle Scholar
  9. Drenoyianni, H. (2006). Reconsidering change and ICT: perspectives of a human and democratic education. Education and Information Technologies, 11(3–4), 401–413. doi: 10.1007/s10639-006-9005-5.CrossRefGoogle Scholar
  10. Hermans, R., Tondeur, J., Van-Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499–1509. doi: 10.1016/j.compedu.2008.02.001.CrossRefGoogle Scholar
  11. Jimoyiannis, A., & Komis, V. (2006). ICT in Education: Investigating secondary school teachers’ opinions. In Proceedings of the 5th Panhellenic Conference "ICT in Education", Thessaloniki, 5–8 October 2006, pp.829–836 (in Greek).Google Scholar
  12. Kalogiannakis, M. (2004). Réseaux pédagogiques et communautés virtuelles: de nouvelles perspectives pour les enseignants. Paris: L’Harmattan.Google Scholar
  13. 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.CrossRefGoogle Scholar
  14. 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 Academic.Google Scholar
  15. Minaidi, A., & Hlapanis, G. (2005). Pedagogical obstacles in teacher training in information and communication technology. Technology. Pedagogy and Education, 14(2), 241–254. doi: 10.1080/14759390500200204.CrossRefGoogle Scholar
  16. Papagueli-Vouliouris, D. (1999). Evaluation of teacher education in Greece—a political demand of our time. Thematic Network of Teacher Education, 2(2), 129–138.Google Scholar
  17. 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. doi: 10.1080/02619760600944779.CrossRefGoogle Scholar
  18. Selwyn, N. (2000). Researching computers and education—glimpses of the wider picture. Computers & Education, 34(2), 93–101. doi: 10.1016/S0360-1315(00)00006-3.CrossRefGoogle Scholar
  19. Simpson, M., & Payne, F. (2002). The introduction of ICT into primary and secondary schools: a comparative report from six European countries, EMILE Project, Edinburgh. Scotland: University of Edinburgh.Google Scholar
  20. Vassilakis, K., & Kalogiannakis, M. (Eds.). (2006). Distance-learning education approaches in institutions of tertiary education. Athens, Atrapos (in Greek).Google Scholar

Copyright information

© Springer Science+Business Media, LLC 2008

Authors and Affiliations

  1. 1.School of Sciences and EngineeringUniversity of CreteHeraklionGreece

Personalised recommendations