Graduating Teachers’ Reflections about Teaching with Information and Communication Technologies
PROCEEDINGS
Peter Albion, University of Southern Queensland, Australia
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Teachers' visions for and beliefs about working with Information and Communication Technologies (ICTs) are an important influence on the successful application of ICTs in education. Because beliefs are closely associated with experience, teachers' stories are an important area of study. This paper will report initial results from a study which is exploring graduating teachers' reflections about ICTs as a means of understanding how teacher preparation programs may better prepare teachers for working with ICTs
Citation
Albion, P. (2003). Graduating Teachers’ Reflections about Teaching with Information and Communication Technologies. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 649-652). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/17982/.
Keywords
References
View References & Citations Map- Albion, P.R., & Ertmer, P.A. (2002). Beyond foundations: The role of vision and belief in teachers' preparation for integration of technology. TechTrends, 46(5), 34-38.
- Becker, H.J. (2000, July). Findings from the teaching, learning, and computing survey: Is Larry Cuban right? Retrieved October 2, 2001, from http://www.crito.uci.edu/tlc Drake, C., Spillane, J.P., & Hufferd-Ackles, K. (2001). Storied identities: teacher learning and subject matter context. Journal of Curriculum Studies, 33(1), 1-23.
- Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.
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