Learning to teach with information and communication technology in a teacher induction program

Kai Ming LI, Ming Yan NGAN

Research output: Contribution to journalArticle

Abstract

This paper reports on the impact of a teaching strategy based on the social constructivist view of learning in a professional development activity for beginning teachers. The finding shows that the participants who underwent the induction process of learning to teach with Information and Communication Technology (ICT) experienced gains in terms of ICT skills along with a conceptual change on the application of ICT to teaching and learning. A strong theme that emerged from the study was that beginning teachers saw ICT as a tool to facilitate learning. A second theme was that the participants became more reflective thinkers as well as more critical on the implementation of ICT in their classrooms and their schools. This study also finds that time scheduled for the adaptation of ICT to class teaching and collegial support are the key factors that determine the successful integration of technology in the classroom for beginning teachers. Corresponding suggestions were made to address the canvassed issues at the end of the paper. Copyright © 2009 Society of International Chinese in Educational Technology.
Original languageEnglish
Pages (from-to)49-61
JournalInternational Journal of Technology in Teaching and Learning
Volume5
Issue number1
Publication statusPublished - Jun 2009

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induction
communication technology
information technology
teacher
learning
classroom
Teaching
teaching strategy
school

Citation

Li, K.-M. & Ngan, M.-Y. (2009). Learning to teach with information and communication technology in a teacher induction program. International Journal of Technology in Teaching and Learning, 5(1), 49-61.

Keywords

  • ICT
  • Social constructivism
  • ICT and teacher education
  • Teacher induction
  • Teacher development