Professional Development for Middle Leader Teachers: ICT Integration in Schools in Japan
PROCEEDING
Kosuke Terashima, Osaka Kyoiku University, Japan
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
In this study, the author programed Middle leader teacher training that could correspond to ICT integration at school. Specifically, it was a means to learn not only the content related to teaching the information, but also the training design and training facilitation at the same time, so as to convey this knowledge to other faculty within the school. To do so, the teachers learned the training design and how to make use of training facilitation after learning about the concept of TPACK, and made use of this in a program to practice simulated training. As a result, not only knowledge of TPACK but also technology concerning training design and training facilitation could be obtained at the same time. The author was able to generate these effects because participants gave positive evaluations of their simulated training.
Citation
Terashima, K. (2019). Professional Development for Middle Leader Teachers: ICT Integration in Schools in Japan. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2543-2548). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from https://www.learntechlib.org/primary/p/208006/.
© 2019 Association for the Advancement of Computing in Education (AACE)
References
View References & Citations Map- Alt, D. (2018). Science teachers’ conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms. Teaching and Teacher Education, 73, 141–150.
- Ertmer, P.A., Ottenbreit-Leftwich, A.T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers and Education, 59(2), 423–435.
- Falloon, G. (2015). What’s the difference? Learning collaboratively using iPads in conventional classrooms. Computers and Education, 84, 62–77. Http://doi.org/10.1016/J.compedu.2015.01.010
- Haßler, B., Major, L., & Hennessy, S. (2016). Tablet use in schools: A critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 32(2), 139–156. Http://doi.org/10.1111/jcal.12123
- Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution, and change. Journal of Curriculum Studies (Vol. 37). Http://doi.org/10.1080/0022027032000276961
- Hermans, R., Tondeur, J., van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers and Education, 51(4), 1499–1509.
- Mishra, P., & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.
- Ottenbreit-leftwich, A.T., Ertmer, P.A., & Tondeur, J. (2015). Interpretation of Research on Technology Integration in Teacher Education in the USA: Preparation and Current Practices. In International Handbook of Interpretation in Educational Research (pp. 1239–1262).
- Reichert, M., & Mouza, C. (2018). Teacher practices during Year 4 of a one-to-one mobile learning initiative. Journal of Computer Assisted Learning, (July 2017), 1–13. Http://doi.org/10.1111/jcal.12283
- Terashima, K., Takesue, S., Koshimizu, T. & Fujiki, T. (2013). Digital Guidebook Supporting TPACK for Teachers to Teach Learners Motor Skills in Physical Education. In J. Herrington, A. Couros& V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 128-133).
- Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis of what matters in the training of pre-service teacher’s ICT competencies. Computers and Education, 122(May 2017), 32–42.
- Tondeur, J., van Braak, J., Ertmer, P.A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575.
- Vanderlinde, R., & Van Braak, J. (2010). The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective. Computers and Education, 55(2), 541–553.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesSlides
- presentation_site2019_terashima.pdf (Access with Subscription)