Developing a better understanding of technology based pedagogy

• Published in: Australasian Journal of Educational Technology Vol. 25; no. 5; pp. 714 - 730
• Main Authors: Gao, Ping, Choy, Doris, Wong, Angela F. L, Wu, Jing
• Format: Journal Article
• Language: English
• Published: Australasian Society for Computers in Learning in Tertiary Education 01.01.2009
• Subjects: Competence; Computer Uses in Education; Constructivism (Learning); Educational Technology; Foreign Countries; ICT in education; Instructional Effectiveness; Learner controlled teaching; Learning Processes; Nanyang Technological University. National Institute of Education; Postsecondary education; Practicums; Preservice Teacher Education; Preservice Teachers; Singapore; Student teacher attitudes; Student teachers; Teaching Methods; Technology Integration; Singapore
• ISSN: 1449-5554; 1449-3098; 1449-5554
• DOI: 10.14742/ajet.1117

The focus of this article is to present the major qualitative findings from a one year, mixed methods study that explores a cohort of preservice teachers' process of learning to teach with information and communication technology (ICT) across their teacher preparation program in Singapore. The participants in this study were a cohort of 310 preservice teachers enrolled in the Postgraduate Diploma in Education (Primary) initial teacher preparation program at the National Institute of Education, Singapore. The study suggests a variation in the preservice teachers' technology competency, stances, decision making and actions in using ICT for classroom teaching and learning. The majority of the participants seemed to be unable to translate into teaching practice their increased technological competency and espoused constructivist orientation gained from the coursework. They tended to use ICT to improve and enhance teacher centred instruction on a regular basis during the teaching practicum. However, three focus participants were also able to use ICT to engage their students in student centred learning. They began to demonstrate their leadership potential in influencing others to use ICT for enhancing student learning. The findings suggest that preservice teachers may need more guidance, modelling and collaboration to develop a better understanding of technology based pedagogy from their own practice so that they can synthesise their constructivist orientation, student centred teaching approaches, and effective use of ICT. [Author abstract, ed]