Teacher educators’ and pre-service teachers’ preparedness to use ICT: a Western Australian perspective

With the ongoing development of the Information and Communication Technology (ICT), a wide variety of devices, software and apps are available that could be used in education. As a result, universities and schools are adopting different policies and strategies for integrating these new technologies. As teachers are a key element in the implementation of educational innovation, teacher educators and pre-service teachers need to be confident in using ICT effectively in teaching and learning. This study proposed to investigate how teacher educators’ and pre-service teachers’ integration of ICT in their teaching and learning. A mixed methods design, that included both quantitative and qualitative methods, was employed in this research. Through conducting surveys and semi-structured interviews, the study examined teacher educators’ and pre-service teachers’ ICT ownership and self-perceived ICT skills along with perceptions of ICT use within the classroom. Document analysis was used to examine the current institutional ICT policies and infrastructure support for teacher educators and pre-service teachers at two of the largest teacher education providers in Western Australia and one Australia’s online university. It is anticipated that this research will have benefits for both teacher educators and pre-service teachers. It is hoped that the research outcomes will have both practical implications for current in-service teachers and students as well as having policy implications for university and future teacher education.

Grantor dc:publisher

Edith Cowan University, Research Online, Perth, Western Australia

Year dc:date

2019

Author dc:creator

• Jin, Huifen

• Education Policy
• ICT in education
• teacher education
• Western Australia
• Curriculum and Instruction
• Teacher Education and Professional Development

Repository record dc:identifier

https://ro.ecu.edu.au/theses/2269

OAI identifier oai:identifier

oai:ro.ecu.edu.au:theses-3271