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ICT in Colleges of Education: Longitudinal Change from the Coordinator's Perspective
PROCEEDINGS

, Kibbutzim College of Education and Mofet, Israel ; , Levinsky College of Education, Tel-Aviv University, United States ; , Kaye Academic College, Israel

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In this research, the state of ICT implementation in Teacher Education Colleges in Israel was studied in two time periods - 2008 and 2014. Data were collected using the School Technology and Readiness (STaR) Chart and were reported from the ICT coordinators’ perspective. Results revealed that positive changes did occur: Leadership has strategy and vision and ICT is funded and supported by management. Lecturers and students are more ICT competent and the infrastructure and technical support has improved. Nevertheless, ICT is not fully implemented especially with regards to pedagogical training and practicing arenas for students in the schools. Also, there is a decrease in the number of ICT courses taught. There are still challenges to implement innovative ICT based teaching in both the college and in practice in schools.

Citation

Shonfeld, M., Forkosh Baruch, A. & Asaf, M. (2015). ICT in Colleges of Education: Longitudinal Change from the Coordinator's Perspective. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3405-3410). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 20, 2019 from .

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