Preservice teacher education in Information Technology: a critical perspective

  • Martyn Wild
  • Ron Oliver

Abstract

This paper attempts to rationalize what is currently wrong with Information Technology (IT) programs in preservice education by examining the associated pedagogy, the content of programs and the evaluation of those programs. The paper argues not for an increase in the amount of time given to educating student teachers in IT nor for simply making changes solely to content or pedagogy. Rather the suggestion is that we need to reconceptualize the nature of the experience student teachers gain while on teaching practice. And to use this period of teaching practice as a vehicle to help build student teachers’ understanding of IT use as part of their growth from novice towards expert teaching status. One strategy is presented to this end.

References

  1. 1.
    Sherwood, C. (1993) Australian experiences with the effective classroom integration of information technology: implications for teacher education. Journal of Information Technology for Teacher Education,. 2(2) pp. 167–179.CrossRefGoogle Scholar
  2. 2.
    Baron, G-L. and Bruillard, E. (1994) Information technology, informatics and pre-service teacher training. Journal of Computer Assisted Learning,. 10(1) pp. 2–13.CrossRefGoogle Scholar
  3. 3.
    Handler, M.G. and Marshall, D. (1992) Preparing new teachers to use technology: one set of perceptions. In, Technology and teacher education annual, Carey, R., Willis, D.A. and Willis, J. (eds) Association for Advancement of Computing in Education: Charlottesville, VA., pp. 386-388.Google Scholar
  4. 4.
    Jones, A. (1993) Preparing primary teachers for the 21st century. Australian Educational Computing, 8 pp. 123–128.Google Scholar
  5. 5.
    Collis, B. (1994) A reflection on the relationship between technology and teacher education: synergy or separate entities? Journal of Information Technology for Teacher Education,. 3 (1) pp. 7–25.CrossRefGoogle Scholar
  6. 6.
    Robinson, B. (1993) The English national curriculum and the information technology curriculum for teacher education. Journal of Technology and Teacher Education,. 1(1) pp. 73–80.Google Scholar
  7. 7.
    Wilson, B. (1990) The preparedness of teacher trainees for computer utilisation: the Australian and British experiences. Journal of Education for Teaching, 16 (2) pp. 161–171.CrossRefGoogle Scholar
  8. 8.
    Wild, M. (1991) The nature of information technology in teacher education: Towards effective practice. University of Exeter.Google Scholar
  9. 9.
    Dunn, S. and Ridgway, J. (1991) Naked into the world: IT experiences on a final primary school teaching practice—a second survey. Journal of Computer Assisted Learning,. 7(4) pp. 229–240.CrossRefGoogle Scholar
  10. 10.
    Dunn, S. and Ridgway, J. (1991) Computer use during primary school teaching practice: a survey. Journal of Computer Assisted Learning, 7 (1) pp. 7–17.CrossRefGoogle Scholar
  11. 11.
    Downes, T. (1993) Student-teachers’ experiences in using computers during teaching practice. Journal of Computer Assisted Learning, 9 (1) pp. 17–33.CrossRefGoogle Scholar
  12. 12.
    Monaghan, J. (1993) IT in mathematics initial teacher training—factors influencing school experience. Journal of Computer Assisted Learning,. 9(2) pp. 149–160.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 1995

Authors and Affiliations

  • Martyn Wild
    • 1
  • Ron Oliver
    • 1
  1. 1.Edith Cowan UniversityAustralia

Personalised recommendations