Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/4743
Title: 
Learning new technology tools in pre-service teacher education: A model for instructional approach
Authors: 
Keywords: 
teacher education
learning technology tool
instructional approach
Issue Date: 
2011
Citation: 
Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Conference, Hobart Tasmania, Australia, 4 - 7 December 2011
Abstract: 
The purpose of this qualitative study is to propose a model of instructional approach for pre-service teacher education in the area of learning a new technology tool. Through the instructional approach, it is hoped that pre-service teachers will become confident in integrating the technology tool which they have learnt, to enhance teaching and learning in the classroom. The study involved 30 Post-Graduate Diploma in Education (Physical Education) pre-service teachers and 59 Post-Graduate Diploma in Education (Secondary) pre-service teachers who were attending a core Information and Communication Technology (ICT) course in the year 2010. An instructional approach was designed for the implementation of video sports games for the 30 Physical Education (PE) pre-service teachers and for the implementation of Interactive White Board (IWB) for the 59 Post-Graduate Diploma in Education (Secondary) (PGDE Sec) pre-service teachers. During the course, the pre-service teachers were introduced to Video Sports Games and Interactive White Boards through an instructional approach that comprised of self-paced team exploration of the tools, peer sharing and critique, team exploration of various lesson plans culminating in lesson ideas/plans designed as a team. Based on data collected through observations, reflections and artifacts submitted by the teams, this study proposes a refined instructional approach to be adopted at the pre-service teacher education level for effective learning of the technology tool. The findings revealed that immersion time with the tool, team learning, peer sharing and critique were significant components which enhanced the pre-service teachers’ learning experience. The study explores the significant role of the tutor and pre-service teachers and proposes an enhancement of the current instructional approach.
URI: 
Appears in Collections:Conference Papers

Files in This Item:
File Description SizeFormat 
Divaharan-full_a.pdf422.9 kBAdobe PDFView/Open
Show full item record

Page view(s)

30
Last Week
0
Last month
checked on May 24, 2018

Download(s) 50

40
checked on May 24, 2018