A Pedagogical Framework for the Use of Information and Communications Technology InInitial Teacher Training

Alison Hramiak*
Sheffield Hallam University
Periodicity:July - September'2006
DOI : https://doi.org/10.26634/jet.3.2.733

Abstract

This paper describes the initial findings of a longitudinal case study that investigates the use of e-learning and communications technology to enhance the placement experience for full time post graduate certificate in education (PGCE) students. It is a work in progress examining how a VLE might be used to support trainees while they are on placement.
Geographically separated trainees can feel very isolated on placement. The purpose of the VLE site was to try to alleviate some of the loneliness associated with placement by offering a way for trainees to maintain contact with each other, and to offer mutual support for the work they were doing in terms of lesson plans, assignment work resource planning and soon.
The Blackboard© (BB) site was set up prior to the students going on their first placement. Asynchronous and synchronous activities and communications were encouraged and provided for on the BB site, on a regular basis by the tutor while they were on placement.
This paper describes the initial findings and analysis of the study, giving the depth and breadth of trainee usage of the site over the course of the academic year. The findings from the trainee evaluations of their use of e-learning technologies during the course are also given. A preliminary analysis of the results is used to offer some insight into how this type of support might be improved for future students, and a minimum pedagogical framework is recommended for the implementation of VLEs for initial teacher training.

Keywords

Communications Technology, Asynchronous and Synchronous Activities.

How to Cite this Article?

Dr. Alison Hramiak, (2006). A Pedagogical Framework for the Use of Information and Communications Technology InInitial Teacher Training. i-manager’s Journal of Educational Technology, 3(2), 55-62. https://doi.org/10.26634/jet.3.2.733

References

[1]. Abbott, C., Grosbois, M., & Klein, M. (2005). A beautiful house built on sand. What makes e-communication projects succeed - and why are they still so rare? Technology Pedagogy and Education, 14(2), p225.
[2]. Angier, C. (2004). E-learning and communications for flexible pgce students (Research report). Sheffield: Sheffield Hallam University.
[3]. Bassey, M. (1999). Case study research in educational settings.Buckingham: Open University Press.
[4]. Clarke, C. (2002). Putting the 'c' in ict: Using computer conferencing to foster a community of practice among student teachers. Journal of Information Technology for Teacher Education, 11(2), 163-179.
[5]. Cohen, L., & Manion, L. (1994). Research methods in education (4th ed.). London and New York: Routledge.
[6]. de Laat, M., & Lally, V. (2003). Complexity, theory and praxis: Researching collaborative learning and tutoring processes in a networked learning community. Instructional Science, 31, 7-39.
[7]. Dillenbourg, P. (1999). Introduction:Collaborative learning cognitive and computational approaches.
[8]. Dillenbourg (Ed.), Collaborative learning cognitive and computational approaches (pp. pp1-31). Oxford: Elsevier Science Ltd.
[9]. Galanouli, D., & Collins, J. (2000). Using unmediated computer conferencing to promote reflective practice and confidence-building in initial teacher training. Journal of Information Technology for Teacher Education, 9(2), 237-254.
[10]. Jones, C. R. (2000, 17-19th April, 2000). Understanding students' experiences of collaborative networked learning. Paper presented at the Second International Conference on Networked Learning.
[11]. Kyriakicou, M. (1999, 2-5 September, 1999). Electronicconferencing: Promoting a collaborative community with learning opportunities for developing teachers. Paper presented at the British Educational Research Association Conference, University of Sussex at Brighton.
[12]. McConnell, D. (2002, 26-28 March). Negotiation, identity and knowledge in e-learning communities. Paper presented at the 3rd International Conference on Networked Learning, University of Sheffield.
[13]. Rovaii, A. P. (2001). Building classroom community at a distance: A case study. Educational Technology Research and Development, 49(4), 33-48.
[14]. Selinger, M. (1997). Open learning, electronic communications and beginning teachers. European Journal of teacher education, 20(1), 71-84.
[15]. Tanner, H., & Jones, C. (2000, 7-10 September 2000). Using ict to support interactive teaching and learning on a secondary mathematics pgce course. Paper presented at the BERA, Cardiff University.
[16]. Thurston, A. (2005). Building online learning communities. Technology Pedagogy and Education, 14(3), p353.
[17]. Vygotsky, L. (1978). Mind in society the development of higher psychological processes (1st ed.). London: Harvard University Press.
[18]. Wegerif, R. (1998). The social dimension of asynchronous learning networks. JALN, 2(1).
[19]. Wenger, E. (1998). Communities of practice.Cambridge: Cambridge University Press.
[20]. Yin, R. K. (1984). Case study research design and methods.California: Sage Publications.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.