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Copyright 2003. Association for the Advancement of Computing in Education (AACE). Distributed via the Web by permission of AACE.
BibTeX
@MISC{Dispositions_copyright2003.,
author = {Graduating Teachers' Dispositions and Peter R. Albion},
title = {Copyright 2003. Association for the Advancement of Computing in Education (AACE). Distributed via the Web by permission of AACE.},
year = {}
}
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Abstract
Previous research has identified graduating teachers' dispositions towards teaching with Information and Communications Technologies (ICTs) as a significant issue for teacher preparation programs. Both increased community access to ICTs and changes to the teacher preparation program may have affected those dispositions in recent years. Although it is not clear which factors have contributed most to the change in dispositions, it is clear that teachers graduating from the class of 2002 are better prepared for, and more positively disposed towards, integrating ICTs into their teaching. Background Despite substantial expenditures on equipment and professional development, it appears that the impact of information and communications technologies (ICTs) on teachers' work in school classrooms is limited. In Queensland, a review of funded initiatives in government schools characterized the overall outcomes as "patchy", with exemplary practices occurring in some classrooms but with little impact on student learning outcomes in the majority of classrooms (Galligan, Buchanan, & Muller, 1999). An Australian national study (Meredyth, Russell, Blackwood, Thomas, & Wise, 1999) reported that, although most teachers and students have access to ICTs and basic skills in their use, there is limited integration into typical classes. In the USA, a national study involving 4000 teachers in 1100 schools (Becker, 2000) concluded that computers have not transformed the teaching practices of a majority of teachers. Even in Silicon Valley, where access and community expectation might be expected to support extensive use of ICTs in schools, there was only very limited integration of ICTs in typical classrooms (Cuban, 2001). Various explanations have been offered for the restricted impact of ICT...
Keyphrases
communication technology limited integration community expectation government school typical class basic skill national study australian national study teaching practice community access substantial expenditure previous research overall outcome little impact disposed towards school classroom professional development funded initiative silicon valley various explanation exemplary practice teacher preparation program recent year disposition towards typical classroom significant issue extensive use preparation program restricted impact
