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Auditing the ICT Experiences of Teacher Education Undergraduates
ARTICLE

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Australian Educational Computing Volume 19, Number 1, ISSN 1443-833X e-ISSN 1443-833X

Abstract

The importance of teacher education graduates having appropriate information and communication technology (ICT) for learning competencies and experiences is well documented. However, without well developed processes for auditing the ICT experiences of undergraduates it should not be assumed that teachers will enter their profession with the required ICT competencies to support their students' learning. This paper reports on the first phase of a project to audit the ICT experiences of teacher education undergraduates. It finds that the individual experiences of undergraduates can vary considerably depending on their choice of majors, electives or specialist teaching areas. It further finds that high percentages of students perceive themselves to have no competency with a range of ICT applications that would support the more motivational and interesting aspects of ICT integration for student learning. (Contains 5 tables.)

Citation

Watson, G., Proctor, R.M.J., Finger, G. & Lang, W. (2004). Auditing the ICT Experiences of Teacher Education Undergraduates. Australian Educational Computing, 19(1), 3-10. Retrieved June 24, 2019 from .

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