Preservice teachers are expected to teach the digital-native generation of students in ICT-enriched school environments. This study sets out to examine preservice teachers’ usage of ICT tools and YouTube for teaching during their teaching practicums. Multiple data sources, including semi-structured interviews, observation of class sessions, a questionnaire and relevant materials, were collected in a teacher education institution in Hong Kong. The findings of this study reveal that the preservice teachers’ ICT usage was high, and that YouTube was useful for teaching. Constraints and affordances of YouTube for teaching were identified as ‘information’, ‘demonstration’ and ‘open-ended constructivism’. However, the preservice teachers did not fully utilize these ICT tools as part of the constructivist approach. Further research and implications for educators are discussed.
|Publication status||Published - Apr 2014|
|Event||2014 Annual Meeting of American Educational Research Association: "The Power of Education Research for Innovation in Practice and Policy" - Philadelphia, PA, United States|
Duration: 03 Apr 2014 → 07 Apr 2014
|Conference||2014 Annual Meeting of American Educational Research Association: "The Power of Education Research for Innovation in Practice and Policy"|
|Abbreviated title||AERA 2014|
|Period||03/04/14 → 07/04/14|